Educação Integral: a unidade que contém o múltiplo e revela contradições
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/21107 |
Resumo: | The present study intends to approximate the meanings made by educators who work in basic education schools and/or militate in social movements in relation to Integral Education. The specific objectives are: to identify if and how the Integral Education materializes in the daily life of the school; analyze how educators mean the activities developed in the context of Integral Education; to reimpose the concept of Integral Education, considering the initial conceptions adopted by the researcher in articulation with the interviewed educators. It is thought that this work is relevant, since it makes possible the discussion on the theme of Integral Education and, as a result, stimulates the development of pedagogical practices that overcome current fragmented conceptions and orient the educator to the realization of an integrative praxis (theory-practice, subject-society, cognitive-affective). The theoretical perspective adopted in the study is that of socio-historical psychology. The information was collected through interviews with ten educators, being: pedagogical coordinators, director, deputy director, teachers and activists of social movements. The material was (audio) recorded, transcribed, systematized and analyzed according to the proposal of Aguiar and Ozella´s (2006, 2013), proposal, aiming to build several nuclei of meaning, in order to achieve, gradually, more specific areas of meaning. Through the analysis, it was noticed that moments lived by each educator surrounded their lines and subsidized the answers given in relation to the questions made during the interview. Thus, the subject and his / her history must be considered in order to value the subjective aspect that, imbricated to the objective, constitutes the studied phenomenon. It is emphasized that it is necessary, first of all, to avoid the dichotomization between subject and society to understand Integral Education in its unity, in its contradiction, in its movement, so that public educational policies can be made feasible. It is emphasized that initial training does not prepare for political debate, and it is necessary to attend other collective spaces so that the educational problem is also a political problem. It is necessary, in view of the above, to highlight essential action to realize Integral Education: consider (and not reject) inequalities in the country, understanding that they are constitutive of being and educational phenomenon. It is necessary, before considering what is and how to carry out Integral Education, to ask: in what society do we live? What are the multiple determinations that encompass my own constitution and the constitution of education? Do we do just one education? For what and for whom does this education serve? Only with the questioning and approximations of answers to these questions can we enter into what we conceptualize Integral Education |
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Ronca, Antonio Carlos Carusohttp://lattes.cnpq.br/4018990353136525Dietz, Karin Gerlach2018-06-04T12:35:29Z2018-03-27Dietz, Karin Gerlach. Educação integral: a unidade que contém o múltiplo e revela contradições. 2018. 322 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21107The present study intends to approximate the meanings made by educators who work in basic education schools and/or militate in social movements in relation to Integral Education. The specific objectives are: to identify if and how the Integral Education materializes in the daily life of the school; analyze how educators mean the activities developed in the context of Integral Education; to reimpose the concept of Integral Education, considering the initial conceptions adopted by the researcher in articulation with the interviewed educators. It is thought that this work is relevant, since it makes possible the discussion on the theme of Integral Education and, as a result, stimulates the development of pedagogical practices that overcome current fragmented conceptions and orient the educator to the realization of an integrative praxis (theory-practice, subject-society, cognitive-affective). The theoretical perspective adopted in the study is that of socio-historical psychology. The information was collected through interviews with ten educators, being: pedagogical coordinators, director, deputy director, teachers and activists of social movements. The material was (audio) recorded, transcribed, systematized and analyzed according to the proposal of Aguiar and Ozella´s (2006, 2013), proposal, aiming to build several nuclei of meaning, in order to achieve, gradually, more specific areas of meaning. Through the analysis, it was noticed that moments lived by each educator surrounded their lines and subsidized the answers given in relation to the questions made during the interview. Thus, the subject and his / her history must be considered in order to value the subjective aspect that, imbricated to the objective, constitutes the studied phenomenon. It is emphasized that it is necessary, first of all, to avoid the dichotomization between subject and society to understand Integral Education in its unity, in its contradiction, in its movement, so that public educational policies can be made feasible. It is emphasized that initial training does not prepare for political debate, and it is necessary to attend other collective spaces so that the educational problem is also a political problem. It is necessary, in view of the above, to highlight essential action to realize Integral Education: consider (and not reject) inequalities in the country, understanding that they are constitutive of being and educational phenomenon. It is necessary, before considering what is and how to carry out Integral Education, to ask: in what society do we live? What are the multiple determinations that encompass my own constitution and the constitution of education? Do we do just one education? For what and for whom does this education serve? Only with the questioning and approximations of answers to these questions can we enter into what we conceptualize Integral EducationO presente estudo objetiva aproximar-se das significações constituídas por educadores que atuam em escolas da educação básica e/ou militam em movimentos sociais em relação à Educação Integral. Os objetivos específicos são: identificar se e como a Educação Integral se materializa no quotidiano da escola; analisar como os educadores significam as atividades desenvolvidas no âmbito da Educação Integral; ressignificar o conceito de Educação Integral, considerando as concepções iniciais adotadas pela pesquisadora em articulação com a fala dos educadores entrevistados. Pensa-se que este trabalho é relevante, pois possibilita a discussão sobre o tema Educação Integral e, em função disso, estimula o desenvolvimento de práticas pedagógicas que superem concepções atuais fragmentadas e oriente o educador para a realização de uma práxis integradora (teoria-prática, sujeito-sociedade, cognitivo-afetivo). A perspectiva teórica adotada no estudo é a da psicologia sócio-histórica. As informações foram coletadas mediante entrevista junto a dez educadores, sendo: coordenadoras pedagógicas, diretor, vice-diretora, professoras e militantes de movimentos sociais. O material foi (áudio) gravado, transcrito, sistematizado e analisado de acordo com a proposta de Aguiar e Ozella (2006, 2013), que é de construir núcleos de significação, no intuito de conseguir, paulatinamente, uma maior aproximação das zonas de sentido. Por meio da análise, notou-se que momentos vivenciados por cada educador cercaram as suas falas e subsidiaram as respostas dadas em relação aos questionamentos feitos durante a entrevista. Assim, deve-se considerar o sujeito e sua história a fim de valorizar o aspecto subjetivo que, imbricado ao objetivo, constitui o fenômeno estudado. Enfatiza-se que é preciso, antes de tudo, evitar a dicotomização entre sujeito e sociedade para entender a Educação Integral em sua unidade, em sua contradição, em seu movimento, para que assim políticas públicas educacionais possam ser viabilizadas. Enfatiza-se que a formação inicial não prepara para o debate político, sendo necessária a frequência em outros espaços, coletivos, para que se possa conscientizar de que o problema educacional é também um problema político. Faz-se necessário, diante do exposto, destacar ação imprescindível para realizar a Educação Integral: considerar (e não rejeitar) as desigualdades existentes no país, entendendo que elas são constitutivas do ser e do fenômeno educacional. É preciso, antes de considerar o que é e como realizar a Educação Integral, perguntar-se: em que sociedade vivemos? Quais são as múltiplas determinações que abrangem a minha própria constituição e a constituição da educação? Realizamos uma só educação? Para que e para quem essa educação serve? Só diante do questionamento e de aproximações de respostas a essas perguntas que podemos adentrar naquilo que conceituamos Educação IntegralCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/45642/Karin%20Gerlach%20Dietz.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoEducação integralEducação e EstadoMovimentos sociaisIntegral educationEducation and StateSocial movementsCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMEducação Integral: a unidade que contém o múltiplo e revela contradiçõesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTKarin Gerlach Dietz.pdf.txtKarin Gerlach Dietz.pdf.txtExtracted texttext/plain981208https://repositorio.pucsp.br/xmlui/bitstream/handle/21107/4/Karin%20Gerlach%20Dietz.pdf.txtde16263b48b84eaeb10d334b5f350559MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/21107/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALKarin Gerlach Dietz.pdfKarin Gerlach Dietz.pdfapplication/pdf2307163https://repositorio.pucsp.br/xmlui/bitstream/handle/21107/2/Karin%20Gerlach%20Dietz.pdf9fff147c42d5b90e66054e0fa9c366b7MD52THUMBNAILKarin Gerlach Dietz.pdf.jpgKarin Gerlach Dietz.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/21107/3/Karin%20Gerlach%20Dietz.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD53handle/211072023-10-09 12:16:45.668oai:repositorio.pucsp.br:handle/21107Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-10-09T15:16:45Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Educação Integral: a unidade que contém o múltiplo e revela contradições |
title |
Educação Integral: a unidade que contém o múltiplo e revela contradições |
spellingShingle |
Educação Integral: a unidade que contém o múltiplo e revela contradições Dietz, Karin Gerlach Educação integral Educação e Estado Movimentos sociais Integral education Education and State Social movements CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
Educação Integral: a unidade que contém o múltiplo e revela contradições |
title_full |
Educação Integral: a unidade que contém o múltiplo e revela contradições |
title_fullStr |
Educação Integral: a unidade que contém o múltiplo e revela contradições |
title_full_unstemmed |
Educação Integral: a unidade que contém o múltiplo e revela contradições |
title_sort |
Educação Integral: a unidade que contém o múltiplo e revela contradições |
author |
Dietz, Karin Gerlach |
author_facet |
Dietz, Karin Gerlach |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ronca, Antonio Carlos Caruso |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4018990353136525 |
dc.contributor.author.fl_str_mv |
Dietz, Karin Gerlach |
contributor_str_mv |
Ronca, Antonio Carlos Caruso |
dc.subject.por.fl_str_mv |
Educação integral Educação e Estado Movimentos sociais |
topic |
Educação integral Educação e Estado Movimentos sociais Integral education Education and State Social movements CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Integral education Education and State Social movements |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
The present study intends to approximate the meanings made by educators who work in basic education schools and/or militate in social movements in relation to Integral Education. The specific objectives are: to identify if and how the Integral Education materializes in the daily life of the school; analyze how educators mean the activities developed in the context of Integral Education; to reimpose the concept of Integral Education, considering the initial conceptions adopted by the researcher in articulation with the interviewed educators. It is thought that this work is relevant, since it makes possible the discussion on the theme of Integral Education and, as a result, stimulates the development of pedagogical practices that overcome current fragmented conceptions and orient the educator to the realization of an integrative praxis (theory-practice, subject-society, cognitive-affective). The theoretical perspective adopted in the study is that of socio-historical psychology. The information was collected through interviews with ten educators, being: pedagogical coordinators, director, deputy director, teachers and activists of social movements. The material was (audio) recorded, transcribed, systematized and analyzed according to the proposal of Aguiar and Ozella´s (2006, 2013), proposal, aiming to build several nuclei of meaning, in order to achieve, gradually, more specific areas of meaning. Through the analysis, it was noticed that moments lived by each educator surrounded their lines and subsidized the answers given in relation to the questions made during the interview. Thus, the subject and his / her history must be considered in order to value the subjective aspect that, imbricated to the objective, constitutes the studied phenomenon. It is emphasized that it is necessary, first of all, to avoid the dichotomization between subject and society to understand Integral Education in its unity, in its contradiction, in its movement, so that public educational policies can be made feasible. It is emphasized that initial training does not prepare for political debate, and it is necessary to attend other collective spaces so that the educational problem is also a political problem. It is necessary, in view of the above, to highlight essential action to realize Integral Education: consider (and not reject) inequalities in the country, understanding that they are constitutive of being and educational phenomenon. It is necessary, before considering what is and how to carry out Integral Education, to ask: in what society do we live? What are the multiple determinations that encompass my own constitution and the constitution of education? Do we do just one education? For what and for whom does this education serve? Only with the questioning and approximations of answers to these questions can we enter into what we conceptualize Integral Education |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-06-04T12:35:29Z |
dc.date.issued.fl_str_mv |
2018-03-27 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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dc.identifier.citation.fl_str_mv |
Dietz, Karin Gerlach. Educação integral: a unidade que contém o múltiplo e revela contradições. 2018. 322 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21107 |
identifier_str_mv |
Dietz, Karin Gerlach. Educação integral: a unidade que contém o múltiplo e revela contradições. 2018. 322 f. Tese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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