Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9968 |
Resumo: | This study aims to understand the experiences of the professional development of Mathematics teacher educators who are researchers of teaching. The term “Mathematics teacher educators” refers to Superior Education professionals who work with the training of Mathematics teachers, while “researchers of teaching” refers to those who are committed to the training of teachers and to teaching itself, from which they conduct their investigations and produce knowledge-of-practice offering support to their own and other’s professional practices. The present research was developed based on Clandinin and Connelly observations regarding narrative inquiry. The data was produced from dialogical in-depth interviews with a biographical-narrative aspect performed individually with each of the six participants. The field texts, i.e., the mapping of the trajectory of the educator, the transcription of the interview, and the field notes, were produced by the doctoral candidate from, respectively, the academic production of each participant, the transcription of the individual interviews, and the notes about the conduction of these interviews. The transition from the field texts to the research texts resulted in six narratives that reveal the experiences of the professional development of the Mathematics teacher educators who are researchers of teaching. From the narratives of each participant, a chronology of the important elements could be established and, therefore, it was possible to identify the professional development experiences had by such educators: a relationship of proximity and interaction with the school and with the teacher who teaches Mathematics in Basic Education; the identification/distinction of a particular mathematics for the work of the teacher; the valuing of a mathematical knowledge for the training of the teacher who teaches Mathematics, to be addressed with the other knowledge from the Knowledge Base for Teaching; the constitution of a training practice towards the professional activity of the teacher who teaches Mathematics and the search of theoretical and empirical support to understand and guide this professional activity. The transversal analysis of the narratives aimed to follow the diachronic movement of the experiences present in the participants’ narratives organized in three moments/movements in order to highlight the transformations in the stories of both their lives and their formation while they were constituting themselves as (1) Mathematics teachers, (2) Mathematics teacher educators, and (3) researchers of teaching; this allowed for the understanding of how Mathematics teacher educators who are researchers of teaching developed themselves professionally. These transformations were marked by shifts in the position of the educators in relation to the knowledges pertaining to their professional activity: in order to constitute themselves as Mathematics teachers, they produced knowledge-in-practice of teaching Mathematics; in order to constitute themselves as teacher educators, they produced knowledge-in-practice of training teachers; and, in order to constitute themselves as researchers of teaching, they produced knowledge-of-practice of teaching Mathematics and of training teachers. In these movements, the way in which the participants developed themselves professionally is strongly related both to the commitment they established with their teaching activity, as well as to the interaction they built between researching and teaching, from the time they taught Mathematics onwards. |
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Coura, Flávia Cristina FigueiredoPassos, Cármen Lúcia Brancaglionhttp://lattes.cnpq.br/2297203444364327http://lattes.cnpq.br/4594232382081847e74d6a9a-e1b5-4108-9d02-26c2d452d1a52018-05-10T19:43:54Z2018-05-10T19:43:54Z2018-02-22COURA, Flávia Cristina Figueiredo. Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência. 2018. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9968.https://repositorio.ufscar.br/handle/ufscar/9968This study aims to understand the experiences of the professional development of Mathematics teacher educators who are researchers of teaching. The term “Mathematics teacher educators” refers to Superior Education professionals who work with the training of Mathematics teachers, while “researchers of teaching” refers to those who are committed to the training of teachers and to teaching itself, from which they conduct their investigations and produce knowledge-of-practice offering support to their own and other’s professional practices. The present research was developed based on Clandinin and Connelly observations regarding narrative inquiry. The data was produced from dialogical in-depth interviews with a biographical-narrative aspect performed individually with each of the six participants. The field texts, i.e., the mapping of the trajectory of the educator, the transcription of the interview, and the field notes, were produced by the doctoral candidate from, respectively, the academic production of each participant, the transcription of the individual interviews, and the notes about the conduction of these interviews. The transition from the field texts to the research texts resulted in six narratives that reveal the experiences of the professional development of the Mathematics teacher educators who are researchers of teaching. From the narratives of each participant, a chronology of the important elements could be established and, therefore, it was possible to identify the professional development experiences had by such educators: a relationship of proximity and interaction with the school and with the teacher who teaches Mathematics in Basic Education; the identification/distinction of a particular mathematics for the work of the teacher; the valuing of a mathematical knowledge for the training of the teacher who teaches Mathematics, to be addressed with the other knowledge from the Knowledge Base for Teaching; the constitution of a training practice towards the professional activity of the teacher who teaches Mathematics and the search of theoretical and empirical support to understand and guide this professional activity. The transversal analysis of the narratives aimed to follow the diachronic movement of the experiences present in the participants’ narratives organized in three moments/movements in order to highlight the transformations in the stories of both their lives and their formation while they were constituting themselves as (1) Mathematics teachers, (2) Mathematics teacher educators, and (3) researchers of teaching; this allowed for the understanding of how Mathematics teacher educators who are researchers of teaching developed themselves professionally. These transformations were marked by shifts in the position of the educators in relation to the knowledges pertaining to their professional activity: in order to constitute themselves as Mathematics teachers, they produced knowledge-in-practice of teaching Mathematics; in order to constitute themselves as teacher educators, they produced knowledge-in-practice of training teachers; and, in order to constitute themselves as researchers of teaching, they produced knowledge-of-practice of teaching Mathematics and of training teachers. In these movements, the way in which the participants developed themselves professionally is strongly related both to the commitment they established with their teaching activity, as well as to the interaction they built between researching and teaching, from the time they taught Mathematics onwards.Este estudo tem por objetivo compreender as experiências de desenvolvimento profissional de formadores de professores de Matemática que são investigadores da docência. O termo “formador de professores de Matemática” faz referência ao docente do Ensino Superior que atua na formação de professores de Matemática, e a expressão “investigador da docência” remete àqueles que se comprometem com a formação de professores e com a docência, a partir das quais realizam suas investigações e produzem conhecimentos da prática, que ofereçam suporte à sua atuação profissional e à de outros. A investigação foi realizada segundo as orientações de Clandinin e Connelly a respeito da pesquisa narrativa. Os dados foram produzidos a partir de entrevista dialógica em profundidade, com caráter biográfico-narrativo, realizada individualmente com cada uma das seis participantes. Os textos de campo – mapeamento da trajetória do formador, transcrição da entrevista e notas de campo – foram produzidos pela doutoranda a partir da produção acadêmica de cada participante, da transcrição das entrevistas individuais e dos registros sobre a realização dessas entrevistas, respectivamente. A transição dos textos de campo para os textos de pesquisa resultou em seis narrativas que revelaram experiências de desenvolvimento profissional de formadores de professores de Matemática que são investigadores da docência. Com a narrativa de cada participante buscou-se estabelecer uma cronografia de elementos importantes e, assim, foram identificadas experiências de desenvolvimento profissional vivenciadas por formadores de professores de Matemática que são investigadores da docência: uma relação de proximidade e uma interação com a escola e com o professor que ensina Matemática na Educação Básica; a identificação/distinção de uma matemática particular para o trabalho do professor; a valorização de um conhecimento matemático para a formação do professor que ensina Matemática, a ser abordado com os outros da Base de Conhecimentos para o Ensino; a constituição de uma prática na formação orientada para a atuação profissional do professor que ensina Matemática e a busca de sustentação teórica e empírica para compreender e orientar sua atuação profissional. A análise transversal das narrativas procurou seguir o movimento diacrônico das vivências e das experiências presentes nas narrativas das participantes organizadas em três momentos/movimentos para evidenciar as transformações, em suas histórias de vida e de formação, quando se constituíram (1) professores de Matemática, (2) formadores de professores de Matemática e (3) investigadores da docência; e permitiu compreender como formadores de professores de Matemática que são investigadores da docência se desenvolvem profissionalmente. Essas transformações foram marcadas por mudanças de posicionamento das formadoras quanto aos conhecimentos relativos à sua atuação profissional: para se constituir professoras de Matemática, produziram conhecimento na prática de ensinar Matemática; para se constituir formadoras de professores, produziram conhecimento na prática da formação de professores; e para se constituir investigadoras da docência, produziram conhecimento da prática de ensinar Matemática e da prática de formar professores. Nesses movimentos, o modo como as participantes se desenvolvem profissionalmente tem forte relação com o comprometimento que estabelecem com sua atuação docente e com a interação que consolidaram entre investigação e docência, desde quando ensinavam Matemática.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarFormador de professores de matemáticaDesenvolvimento profissionalFormação de professores de matemáticaPesquisa narrativaMathematics teacher educatorsProfessional developmentMathematics teacher educationNarrative inquiryCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAODesenvolvimento profissional de formadores de professores de matemática que são Investigadores da docênciaProfessional development of mathematics teacher educators who are researchers of teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnlineb0337d10-93a5-4485-9627-530d3aa82d1einfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALCOURA_Flávia_2018.pdfCOURA_Flávia_2018.pdfTese - texto completoapplication/pdf2482293https://repositorio.ufscar.br/bitstream/ufscar/9968/1/COURA_Fl%c3%a1via_2018.pdf80ef71331202b6cc07efe69712bcc608MD51COURA_Flávia_carta.pdfCOURA_Flávia_carta.pdfCarta de aprovação do orientadorapplication/pdf243332https://repositorio.ufscar.br/bitstream/ufscar/9968/2/COURA_Fl%c3%a1via_carta.pdfd083fbae060c7ccfea896be08be98b57MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência |
dc.title.alternative.eng.fl_str_mv |
Professional development of mathematics teacher educators who are researchers of teaching |
title |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência |
spellingShingle |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência Coura, Flávia Cristina Figueiredo Formador de professores de matemática Desenvolvimento profissional Formação de professores de matemática Pesquisa narrativa Mathematics teacher educators Professional development Mathematics teacher education Narrative inquiry CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência |
title_full |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência |
title_fullStr |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência |
title_full_unstemmed |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência |
title_sort |
Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência |
author |
Coura, Flávia Cristina Figueiredo |
author_facet |
Coura, Flávia Cristina Figueiredo |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4594232382081847 |
dc.contributor.author.fl_str_mv |
Coura, Flávia Cristina Figueiredo |
dc.contributor.advisor1.fl_str_mv |
Passos, Cármen Lúcia Brancaglion |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2297203444364327 |
dc.contributor.authorID.fl_str_mv |
e74d6a9a-e1b5-4108-9d02-26c2d452d1a5 |
contributor_str_mv |
Passos, Cármen Lúcia Brancaglion |
dc.subject.por.fl_str_mv |
Formador de professores de matemática Desenvolvimento profissional Formação de professores de matemática Pesquisa narrativa |
topic |
Formador de professores de matemática Desenvolvimento profissional Formação de professores de matemática Pesquisa narrativa Mathematics teacher educators Professional development Mathematics teacher education Narrative inquiry CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Mathematics teacher educators Professional development Mathematics teacher education Narrative inquiry |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This study aims to understand the experiences of the professional development of Mathematics teacher educators who are researchers of teaching. The term “Mathematics teacher educators” refers to Superior Education professionals who work with the training of Mathematics teachers, while “researchers of teaching” refers to those who are committed to the training of teachers and to teaching itself, from which they conduct their investigations and produce knowledge-of-practice offering support to their own and other’s professional practices. The present research was developed based on Clandinin and Connelly observations regarding narrative inquiry. The data was produced from dialogical in-depth interviews with a biographical-narrative aspect performed individually with each of the six participants. The field texts, i.e., the mapping of the trajectory of the educator, the transcription of the interview, and the field notes, were produced by the doctoral candidate from, respectively, the academic production of each participant, the transcription of the individual interviews, and the notes about the conduction of these interviews. The transition from the field texts to the research texts resulted in six narratives that reveal the experiences of the professional development of the Mathematics teacher educators who are researchers of teaching. From the narratives of each participant, a chronology of the important elements could be established and, therefore, it was possible to identify the professional development experiences had by such educators: a relationship of proximity and interaction with the school and with the teacher who teaches Mathematics in Basic Education; the identification/distinction of a particular mathematics for the work of the teacher; the valuing of a mathematical knowledge for the training of the teacher who teaches Mathematics, to be addressed with the other knowledge from the Knowledge Base for Teaching; the constitution of a training practice towards the professional activity of the teacher who teaches Mathematics and the search of theoretical and empirical support to understand and guide this professional activity. The transversal analysis of the narratives aimed to follow the diachronic movement of the experiences present in the participants’ narratives organized in three moments/movements in order to highlight the transformations in the stories of both their lives and their formation while they were constituting themselves as (1) Mathematics teachers, (2) Mathematics teacher educators, and (3) researchers of teaching; this allowed for the understanding of how Mathematics teacher educators who are researchers of teaching developed themselves professionally. These transformations were marked by shifts in the position of the educators in relation to the knowledges pertaining to their professional activity: in order to constitute themselves as Mathematics teachers, they produced knowledge-in-practice of teaching Mathematics; in order to constitute themselves as teacher educators, they produced knowledge-in-practice of training teachers; and, in order to constitute themselves as researchers of teaching, they produced knowledge-of-practice of teaching Mathematics and of training teachers. In these movements, the way in which the participants developed themselves professionally is strongly related both to the commitment they established with their teaching activity, as well as to the interaction they built between researching and teaching, from the time they taught Mathematics onwards. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-05-10T19:43:54Z |
dc.date.available.fl_str_mv |
2018-05-10T19:43:54Z |
dc.date.issued.fl_str_mv |
2018-02-22 |
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 |
COURA, Flávia Cristina Figueiredo. Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência. 2018. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9968. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9968 |
identifier_str_mv |
COURA, Flávia Cristina Figueiredo. Desenvolvimento profissional de formadores de professores de matemática que são Investigadores da docência. 2018. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9968. |
url |
https://repositorio.ufscar.br/handle/ufscar/9968 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.authority.fl_str_mv |
b0337d10-93a5-4485-9627-530d3aa82d1e |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação - PPGE |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
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