BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12647 |
Resumo: | This research aims at investigating the discourses on language, genres and digital multiliteracy, in the Brazil’s National Common Curricular Base for High School, in relation to the teaching and learning of Portuguese Language (LP), and also to problematize the utilitarian view of teaching conveyed by the document. In this study, discourse is understood from a Bakhtinian perspective as an utterance that uses verbal or non-verbal signs to convey ideological values. Therefore, to discuss the discourses that emerged in the document, it was necessary to look at the context of production, as well as at the subjects involved in the situation and the ideological positions. In this qualitative bibliographic research, we used document analysis technique as a methodological procedure. To data discussion, we resorted to the dialogism discussed by the Bakhtin Circle as a theoretical framework (BAKHTIN, 1981, 2002, 2011; BAKHTIN/VOLOCHÍNOV, 2006; MEDVIÉDEV, 2012; VOLOCHÍNOV, 2013, 2017; VOLOCHÍNOV/ BAKHTIN, 1976). Furthermore, the data pointed to the need for considering, in this thesis, the conceptions of language (GERALDI, 2002; TRAVAGLIA, 2006), discussions about genres (BAKHTIN, 2003; MARCUSCHI, 2005, 2008, 2010) and studies on literacy (SOARES, 1996, 2001, 2002; STREET, 2014); and digital multiliteracy (COSCARELLI, 2009, 2016; DUDENEY; HOCKLY; PEGRUM, 2016; ROJO, 2009, 2013, 2012, 2016). Thus, the analysis was carried out based on the categories: language, gender and literacy. In this research, we also dialogued with studies on curriculum to problematize the utilitarian view of Portuguese teaching. (SACRISTÁN, 2000; TADEU DA SILVA, 1995, 2001, 2010). The results reveal that the Base (BRASIL, 2018) dialogues with previous documents (PCN, PCN+ and OCEM) and hold the concept of language as an interaction and a text-based work with Portuguese. The document, under analysis, updates the discourses for the teaching of PL by considering that the work must focus on text, but from an enunciative-discursive perspective that address the fields of human activity where genres are born, circulate and change. The concept of literacy is updated as the new literacies, digital culture, digital genres, and their relationship with language are addressed in the abovementioned document. Thus, by conveying discourses on the teaching of PL, proposing learning objectives, skills and competences to be developed by students to promote multiliteracy, including digital, the BNCC/EM is configured as a curriculum, a document of identity (TADEU DA SILVA, 2001). Defend the thesis that although the document is open to the work with Portuguese from a language perspective as interaction, in dialogue with the theories of discourse genres and new literacies, Portuguese is the instrument that leads to the development of competencies in a utilitarian perspective. Even though the document proposes an integral formation as a persuasive discourse, it can be concluded, in this study, that the Base is a prescribed curriculum (SACRISTÁN, 2000), traditional (TADEU DA SILVA, 2001) and utilitarian-utilitarian (LENOIR, 2016), which aims at educating subjects through competences to obtain results in scale assessments and focus on the labor market. This perspective was mainly imprinted by the interference of the private agents in the elaboration of the document when they added their marketing interests. |
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Fernandes, Eliane Marquez da Fonsecahttp://lattes.cnpq.br/6909779518031618Fernandes, Eliane Marquez da FonsecaLima, Lucielena Mendonça deMorais, Mara Rúbia de Souza RodriguesCarreira, Rosângela Aparecida RibeiroSilva, Sílvio Ribeiro dahttp://lattes.cnpq.br/7296629359112505Nogueira, Susana dos Santos2023-02-23T15:45:04Z2023-02-23T15:45:04Z2022-11-25NOGUEIRA, S. S. BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital. 2022. 183 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022.http://repositorio.bc.ufg.br/tede/handle/tede/12647This research aims at investigating the discourses on language, genres and digital multiliteracy, in the Brazil’s National Common Curricular Base for High School, in relation to the teaching and learning of Portuguese Language (LP), and also to problematize the utilitarian view of teaching conveyed by the document. In this study, discourse is understood from a Bakhtinian perspective as an utterance that uses verbal or non-verbal signs to convey ideological values. Therefore, to discuss the discourses that emerged in the document, it was necessary to look at the context of production, as well as at the subjects involved in the situation and the ideological positions. In this qualitative bibliographic research, we used document analysis technique as a methodological procedure. To data discussion, we resorted to the dialogism discussed by the Bakhtin Circle as a theoretical framework (BAKHTIN, 1981, 2002, 2011; BAKHTIN/VOLOCHÍNOV, 2006; MEDVIÉDEV, 2012; VOLOCHÍNOV, 2013, 2017; VOLOCHÍNOV/ BAKHTIN, 1976). Furthermore, the data pointed to the need for considering, in this thesis, the conceptions of language (GERALDI, 2002; TRAVAGLIA, 2006), discussions about genres (BAKHTIN, 2003; MARCUSCHI, 2005, 2008, 2010) and studies on literacy (SOARES, 1996, 2001, 2002; STREET, 2014); and digital multiliteracy (COSCARELLI, 2009, 2016; DUDENEY; HOCKLY; PEGRUM, 2016; ROJO, 2009, 2013, 2012, 2016). Thus, the analysis was carried out based on the categories: language, gender and literacy. In this research, we also dialogued with studies on curriculum to problematize the utilitarian view of Portuguese teaching. (SACRISTÁN, 2000; TADEU DA SILVA, 1995, 2001, 2010). The results reveal that the Base (BRASIL, 2018) dialogues with previous documents (PCN, PCN+ and OCEM) and hold the concept of language as an interaction and a text-based work with Portuguese. The document, under analysis, updates the discourses for the teaching of PL by considering that the work must focus on text, but from an enunciative-discursive perspective that address the fields of human activity where genres are born, circulate and change. The concept of literacy is updated as the new literacies, digital culture, digital genres, and their relationship with language are addressed in the abovementioned document. Thus, by conveying discourses on the teaching of PL, proposing learning objectives, skills and competences to be developed by students to promote multiliteracy, including digital, the BNCC/EM is configured as a curriculum, a document of identity (TADEU DA SILVA, 2001). Defend the thesis that although the document is open to the work with Portuguese from a language perspective as interaction, in dialogue with the theories of discourse genres and new literacies, Portuguese is the instrument that leads to the development of competencies in a utilitarian perspective. Even though the document proposes an integral formation as a persuasive discourse, it can be concluded, in this study, that the Base is a prescribed curriculum (SACRISTÁN, 2000), traditional (TADEU DA SILVA, 2001) and utilitarian-utilitarian (LENOIR, 2016), which aims at educating subjects through competences to obtain results in scale assessments and focus on the labor market. This perspective was mainly imprinted by the interference of the private agents in the elaboration of the document when they added their marketing interests.Esta pesquisa objetiva investigar os discursos sobre a língua(gem), os gêneros e o multiletramento digital, na Base Nacional Comum Curricular - etapa do Ensino Médio, em relação ao ensino aprendizagem de Língua Portuguesa (LP) e ainda problematizar a visão utilitarista de ensino veiculada pelo documento. Neste estudo, o discurso é compreendido, em uma perspectiva bakhtiniana, como um enunciado que se vale de signos verbais ou não verbais para veicular valores ideológicos. Por isso, para discutir os discursos que emergiram no documento, foi preciso olhar para o contexto de produção, bem como para os sujeitos envolvidos na situação e os posicionamentos ideológicos. Esta é uma pesquisa qualitativa, bibliográfica quanto ao procedimento metodológico, que se valeu da técnica de análise documental. Para a discussão dos dados, foi utilizado como linha teórica o dialogismo discutido pelo Círculo de Bakhtin (BAKHTIN, 1981, 2002, 2011; BAKHTIN/VOLOCHÍNOV, 2006; MEDVIÉDEV, 2012; VOLOCHÍNOV, 2013, 2017; VOLOCHÍNOV/ BAKHTIN, 1976). Ademais, os dados suscitaram que se considerassem, nesta tese, as concepções de língua(gem) (GERALDI, 2002; TRAVAGLIA,2006), as discussões sobre os gêneros (BAKHTIN,2011; MARCUSCHI, 2005, 2008, 2010) e os estudos sobre letramento (SOARES, 1996; 2001; 2002; STREET, 2014); e multiletramento digital (COSCARELLI, 2009, 2016; DUDENEY; HOCKLY; PEGRUM, 2016; ROJO, 2009, 2013, 2012, 2016), para que a análise fosse realizada a partir das categorias: língua(gem), gênero e letramento. Além disso, para problematizar a visão utilitarista do ensino de LP foi preciso dialogar com estudos da área do currículo (SACRISTÁN, 2000; TADEU DA SILVA, 1995, 2001, 2010). Os resultados revelam que a Base (BRASIL, 2018) dialoga com documentos anteriores (PCN, PCN+ e OCEM) e mantém a concepção de língua(gem) enquanto interação e o trabalho com a LP a partir de textos. O documento, em análise, atualiza os discursos para o ensino de LP ao considerar que o trabalho deve ter como centralidade o texto, mas a partir de uma perspectiva enunciativo-discursiva e atribui enfoque aos campos da atividade humana onde os gêneros, nascem, circulam e se modificam. A concepção de letramento é reatualizada, pois há um maior espaço destinado aos novos letramentos, a cultura digital, os gêneros digitais e suas relações com a língua(gem). Dessa forma, por veicular discursos sobre o ensino de LP, propor objetivos de aprendizagem, habilidades e competências a serem desenvolvidas pelos estudantes com a finalidade de promover o multiletramento, inclusive o digital, a BNCC/EM se configura como um currículo, um documento de identidade (TADEU DA SILVA, 2001). Defende-se a tese de que embora haja uma abertura para o trabalho com a LP em uma perspectiva de língua(gem) enquanto interação, em diálogo com as teorias dos gêneros do discurso e dos novos letramentos, a LP é o instrumento que leva ao desenvolvimento das competências em uma perspectiva utilitarista. Ainda que haja a proposição da formação integral como um discurso de convencimento do documento, pode-se concluir, neste estudo, que a Base é um currículo prescrito (SACRISTÁN, 2000) tradicional (TADEU DA SILVA, 2001) e utilitário-utilitarista (LENOIR, 2016), que visa a formação de sujeitos por meio de competências para obtenção de resultados em avaliações de larga escala e o foco no mercado de trabalho. Essa visão foi imprimida, principalmente, pela interferência dos agentes privados na elaboração do documento ao acrescentarem seus interesses mercadológicos.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2023-02-17T12:51:16Z No. of bitstreams: 2 Tese - Susana dos Santos Nogueira - 2022.pdf: 2337479 bytes, checksum: ddac7784ccdaa3f16acf433d1e8b36e4 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2023-02-23T15:45:04Z (GMT) No. of bitstreams: 2 Tese - Susana dos Santos Nogueira - 2022.pdf: 2337479 bytes, checksum: ddac7784ccdaa3f16acf433d1e8b36e4 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2023-02-23T15:45:04Z (GMT). No. of bitstreams: 2 Tese - Susana dos Santos Nogueira - 2022.pdf: 2337479 bytes, checksum: ddac7784ccdaa3f16acf433d1e8b36e4 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2022-11-25porUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RMG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCurrículo utilitário-utilitaristaDialogismoEnsino de língua portuguesaGêneros textuais/discursivosMultiletramento digitalDialogismTeaching of portuguese languageTextual/discursive genresDigital multiliteracyUtilitarian-utilitarian curriculumLINGUISTICA, LETRAS E ARTES::LETRASBNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digitalBNCC: utilitarian-utilitarian curriculum of portuguese language/EM and dialogical relations in discourses on language(gem), gender and digital multiliteracyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6950050050018768reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/43aad934-b384-4a85-a3a2-5f6a4e0a4dc1/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/3bdac730-1e46-48c0-8709-ae62e3f6b000/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Susana dos Santos Nogueira - 2022.pdfTese - Susana dos Santos Nogueira - 2022.pdfapplication/pdf2337479http://repositorio.bc.ufg.br/tede/bitstreams/f4fe8eaf-9c6b-4dbe-8cff-8f1150b55806/downloadddac7784ccdaa3f16acf433d1e8b36e4MD53tede/126472023-02-23 12:45:05.544http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12647http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2023-02-23T15:45:05Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital |
dc.title.alternative.eng.fl_str_mv |
BNCC: utilitarian-utilitarian curriculum of portuguese language/EM and dialogical relations in discourses on language(gem), gender and digital multiliteracy |
title |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital |
spellingShingle |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital Nogueira, Susana dos Santos Currículo utilitário-utilitarista Dialogismo Ensino de língua portuguesa Gêneros textuais/discursivos Multiletramento digital Dialogism Teaching of portuguese language Textual/discursive genres Digital multiliteracy Utilitarian-utilitarian curriculum LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital |
title_full |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital |
title_fullStr |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital |
title_full_unstemmed |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital |
title_sort |
BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital |
author |
Nogueira, Susana dos Santos |
author_facet |
Nogueira, Susana dos Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fernandes, Eliane Marquez da Fonseca |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6909779518031618 |
dc.contributor.referee1.fl_str_mv |
Fernandes, Eliane Marquez da Fonseca |
dc.contributor.referee2.fl_str_mv |
Lima, Lucielena Mendonça de |
dc.contributor.referee3.fl_str_mv |
Morais, Mara Rúbia de Souza Rodrigues |
dc.contributor.referee4.fl_str_mv |
Carreira, Rosângela Aparecida Ribeiro |
dc.contributor.referee5.fl_str_mv |
Silva, Sílvio Ribeiro da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7296629359112505 |
dc.contributor.author.fl_str_mv |
Nogueira, Susana dos Santos |
contributor_str_mv |
Fernandes, Eliane Marquez da Fonseca Fernandes, Eliane Marquez da Fonseca Lima, Lucielena Mendonça de Morais, Mara Rúbia de Souza Rodrigues Carreira, Rosângela Aparecida Ribeiro Silva, Sílvio Ribeiro da |
dc.subject.por.fl_str_mv |
Currículo utilitário-utilitarista Dialogismo Ensino de língua portuguesa Gêneros textuais/discursivos |
topic |
Currículo utilitário-utilitarista Dialogismo Ensino de língua portuguesa Gêneros textuais/discursivos Multiletramento digital Dialogism Teaching of portuguese language Textual/discursive genres Digital multiliteracy Utilitarian-utilitarian curriculum LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Multiletramento digital Dialogism Teaching of portuguese language Textual/discursive genres Digital multiliteracy Utilitarian-utilitarian curriculum |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This research aims at investigating the discourses on language, genres and digital multiliteracy, in the Brazil’s National Common Curricular Base for High School, in relation to the teaching and learning of Portuguese Language (LP), and also to problematize the utilitarian view of teaching conveyed by the document. In this study, discourse is understood from a Bakhtinian perspective as an utterance that uses verbal or non-verbal signs to convey ideological values. Therefore, to discuss the discourses that emerged in the document, it was necessary to look at the context of production, as well as at the subjects involved in the situation and the ideological positions. In this qualitative bibliographic research, we used document analysis technique as a methodological procedure. To data discussion, we resorted to the dialogism discussed by the Bakhtin Circle as a theoretical framework (BAKHTIN, 1981, 2002, 2011; BAKHTIN/VOLOCHÍNOV, 2006; MEDVIÉDEV, 2012; VOLOCHÍNOV, 2013, 2017; VOLOCHÍNOV/ BAKHTIN, 1976). Furthermore, the data pointed to the need for considering, in this thesis, the conceptions of language (GERALDI, 2002; TRAVAGLIA, 2006), discussions about genres (BAKHTIN, 2003; MARCUSCHI, 2005, 2008, 2010) and studies on literacy (SOARES, 1996, 2001, 2002; STREET, 2014); and digital multiliteracy (COSCARELLI, 2009, 2016; DUDENEY; HOCKLY; PEGRUM, 2016; ROJO, 2009, 2013, 2012, 2016). Thus, the analysis was carried out based on the categories: language, gender and literacy. In this research, we also dialogued with studies on curriculum to problematize the utilitarian view of Portuguese teaching. (SACRISTÁN, 2000; TADEU DA SILVA, 1995, 2001, 2010). The results reveal that the Base (BRASIL, 2018) dialogues with previous documents (PCN, PCN+ and OCEM) and hold the concept of language as an interaction and a text-based work with Portuguese. The document, under analysis, updates the discourses for the teaching of PL by considering that the work must focus on text, but from an enunciative-discursive perspective that address the fields of human activity where genres are born, circulate and change. The concept of literacy is updated as the new literacies, digital culture, digital genres, and their relationship with language are addressed in the abovementioned document. Thus, by conveying discourses on the teaching of PL, proposing learning objectives, skills and competences to be developed by students to promote multiliteracy, including digital, the BNCC/EM is configured as a curriculum, a document of identity (TADEU DA SILVA, 2001). Defend the thesis that although the document is open to the work with Portuguese from a language perspective as interaction, in dialogue with the theories of discourse genres and new literacies, Portuguese is the instrument that leads to the development of competencies in a utilitarian perspective. Even though the document proposes an integral formation as a persuasive discourse, it can be concluded, in this study, that the Base is a prescribed curriculum (SACRISTÁN, 2000), traditional (TADEU DA SILVA, 2001) and utilitarian-utilitarian (LENOIR, 2016), which aims at educating subjects through competences to obtain results in scale assessments and focus on the labor market. This perspective was mainly imprinted by the interference of the private agents in the elaboration of the document when they added their marketing interests. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-11-25 |
dc.date.accessioned.fl_str_mv |
2023-02-23T15:45:04Z |
dc.date.available.fl_str_mv |
2023-02-23T15:45:04Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
NOGUEIRA, S. S. BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital. 2022. 183 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12647 |
identifier_str_mv |
NOGUEIRA, S. S. BNCC: currículo utilitário-utilitarista de língua portuguesa/EM e as relações dialógicas nos discursos sobre língua(gem), gênero e o multiletramento digital. 2022. 183 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12647 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
69 |
dc.relation.confidence.fl_str_mv |
500 500 500 |
dc.relation.department.fl_str_mv |
18 |
dc.relation.cnpq.fl_str_mv |
768 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Letras e Linguística (FL) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RMG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
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MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044327759314944 |