Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15602 |
Resumo: | This qualitative research, based on a case study, started with the objective of verifying the attributions of pedagogical coordination function and its collaboration in teacher education. It also aimed to verify the perspective and the knowledge of the collaborating group; to identify, understand, and discuss the actions used by the coordinators with their teaching group; to characterize the formation of the professionals who work in this function and describe their formative path. In addition, we also aimed to learn about the actions taken based on the results of Basic Education Evaluation System (Saeb). Three coordinators for 4 and 5 years old education and four coordinators of Elementary School (1st to 5th grade) of the municipal public school of a small town in São Paulo State attended the research. To achieve the objectives, we used three data collection tools: a questionnaire, a narrative, and an interview. A fourth instrument - the visits - emerged in the Early Childhood Education coordination group, replacing the narrative. As a theoretical reference, we used the studies of Alarcão (2011) and Imbernón (2009; 2010; 2011) in the reflections on teacher training; Reis (2011) in class observation and Zabalza (2007) in the class diaries. In evaluation, we worked with the ideas of Hoffmann (2014; 2018), Depresbiteris and Tavares (2009), Zabala (2010), Luckesi (2011), Libâneo (2004; 2013) and Villas Boas (2011; 2012). Throughout the analysis and data construction, we found that the professionals perform several tasks that cover different school departments and that there is an understanding that the work emphasis should be in monitoring the pedagogical work, which ends up being reduced by the number of tasks performed. By monitoring the teaching work, the professionals use a number of strategies and, in this research, we highlight classes observation and the class records. Since the coordinator is a school professional who contributes to the continual teachers training, we propose a deepening in the use of the instruments already used, from the perspective of development the reflective teacher. In relation to the results of the external evaluation, the mock tests appear as one of the actions taken in an attempt to verify the level of student learning and the retaking of unlearned content. We propose a different look at this action, so that the evaluation is done from the perspective of monitoring the teaching and learning processes, articulated with the class records and with class observation. Therefore, we have narrowed our view to the evaluation of learning that takes place in the classroom environment, which must provide, building on and be present in the pedagogical actions, preceding and overriding any external evaluation result. The records in the instruments mentioned above, along with the evaluation process, contribute to student learning and to development of reflective and investigative professional of its practice. These instruments also contribute to the coordinator in the analysis of the pedagogical practice, from a formative perspective. We believe that a formative pedagogical positioning - both from the teacher in the classroom and as from the pedagogical coordinator actions – joined with reflective records made by teachers, will contribute to the teaching process and to the learning process. |
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Machado, KarinaMonteiro, Maria Iolandahttp://lattes.cnpq.br/4189205834370563http://lattes.cnpq.br/3319708968061359d414e2ad-7fcd-42d1-8e6d-364b69b90a922022-02-15T15:21:03Z2022-02-15T15:21:03Z2021-12-13MACHADO, Karina. Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico. 2021. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15602.https://repositorio.ufscar.br/handle/ufscar/15602This qualitative research, based on a case study, started with the objective of verifying the attributions of pedagogical coordination function and its collaboration in teacher education. It also aimed to verify the perspective and the knowledge of the collaborating group; to identify, understand, and discuss the actions used by the coordinators with their teaching group; to characterize the formation of the professionals who work in this function and describe their formative path. In addition, we also aimed to learn about the actions taken based on the results of Basic Education Evaluation System (Saeb). Three coordinators for 4 and 5 years old education and four coordinators of Elementary School (1st to 5th grade) of the municipal public school of a small town in São Paulo State attended the research. To achieve the objectives, we used three data collection tools: a questionnaire, a narrative, and an interview. A fourth instrument - the visits - emerged in the Early Childhood Education coordination group, replacing the narrative. As a theoretical reference, we used the studies of Alarcão (2011) and Imbernón (2009; 2010; 2011) in the reflections on teacher training; Reis (2011) in class observation and Zabalza (2007) in the class diaries. In evaluation, we worked with the ideas of Hoffmann (2014; 2018), Depresbiteris and Tavares (2009), Zabala (2010), Luckesi (2011), Libâneo (2004; 2013) and Villas Boas (2011; 2012). Throughout the analysis and data construction, we found that the professionals perform several tasks that cover different school departments and that there is an understanding that the work emphasis should be in monitoring the pedagogical work, which ends up being reduced by the number of tasks performed. By monitoring the teaching work, the professionals use a number of strategies and, in this research, we highlight classes observation and the class records. Since the coordinator is a school professional who contributes to the continual teachers training, we propose a deepening in the use of the instruments already used, from the perspective of development the reflective teacher. In relation to the results of the external evaluation, the mock tests appear as one of the actions taken in an attempt to verify the level of student learning and the retaking of unlearned content. We propose a different look at this action, so that the evaluation is done from the perspective of monitoring the teaching and learning processes, articulated with the class records and with class observation. Therefore, we have narrowed our view to the evaluation of learning that takes place in the classroom environment, which must provide, building on and be present in the pedagogical actions, preceding and overriding any external evaluation result. The records in the instruments mentioned above, along with the evaluation process, contribute to student learning and to development of reflective and investigative professional of its practice. These instruments also contribute to the coordinator in the analysis of the pedagogical practice, from a formative perspective. We believe that a formative pedagogical positioning - both from the teacher in the classroom and as from the pedagogical coordinator actions – joined with reflective records made by teachers, will contribute to the teaching process and to the learning process.Esta pesquisa qualitativa, pautada em um estudo de caso, iniciou com o objetivo de verificar as atribuições da função da coordenação pedagógica e sua colaboração na formação do professor. Também tinha como objetivo verificar a perspectiva e os saberes do grupo colaborador; identificar, compreender e discutir as ações utilizadas pelas coordenadoras com o seu grupo docente; caracterizar a formação das profissionais que atuam nesta função e descrever sua trajetória formativa. Além destes, também tínhamos como objetivo conhecer as ações realizadas a partir dos resultados do Sistema de Avaliação da Educação Básica (Saeb). Participaram da pesquisa três coordenadoras da Educação Infantil (4 e 5 anos) e quatro coordenadoras do Ensino Fundamental (1º ao 5º ano) da rede municipal de uma pequena cidade no interior do estado de Sã Paulo. Para abarcar os objetivos, utilizamos três instrumentos de coleta de dados: um questionário, uma narrativa e uma entrevista. Um quarto instrumento – as visitas – surgiu no grupo da coordenação da Educação Infantil, substituindo a narrativa. Como referencial teórico, utilizamos os estudos de Alarcão (2011) e Imbernón (2009; 2010; 2011) nas reflexões sobre formação docente; Reis (2011) na observação de aulas e Zabalza (2007) nos diários de aulas. Em avaliação, trabalhamos com as ideias de Hoffmann (2014; 2018), Depresbiteris e Tavares (2009), Zabala (2010), Luckesi (2011), Libâneo (2004; 2013) e Villas Boas (2011; 2012). Ao longo da análise e construção dos dados, verificamos que as profissionais exercem diversas tarefas que abrangem os diferentes setores da escola e que há compreensão de que a ênfase do trabalho deva acontecer no acompanhamento do trabalho pedagógico, o qual acaba sendo reduzido pelo número de tarefas exercidas. Para este acompanhamento do trabalho docente as profissionais utilizam algumas estratégias e, nesta pesquisa, destacamos a observação de aulas e o diário de bordo. Sendo o coordenador um profissional da escola que contribui na formação continuada dos docentes, propomos um aprofundamento no uso dos instrumentos já utilizados, a partir da perspectiva do desenvolvimento do professor reflexivo. Em relação aos resultados da avaliação externa, os simulados aparecem como uma das ações realizadas na tentativa de verificar o nível de aprendizado dos alunos e retomada de conteúdos não aprendidos. Propomos um olhar diferenciado para esta ação, de forma que a avaliação seja realizada na perspectiva de acompanhamento dos processos de ensinar e de aprender, articulados com o diário de bordo e com a observação de aulas. Sendo assim, estreitamos nosso olhar para a avaliação da aprendizagem que acontece no ambiente da sala de aula, a qual deve alimentar, permear e alicerçar as ações pedagógicas, antecedendo e sobrepondo qualquer resultado de avaliação externa. Os registros nos instrumentos já citados, articulados com o processo avaliativo, contribuem com a aprendizagem do aluno e com o desenvolvimento do profissional reflexivo e investigativo de sua prática. Tais instrumentos também contribuem com o coordenador na análise da prática pedagógica, numa perspectiva formativa. Consideramos que uma postura pedagógica formativa - tanto do professor em sala de aula, quanto das ações da coordenação pedagógica - aliada aos registros reflexivos realizados pelos professores, contribuirá no processo de ensinar e no processo de aprender.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessDiário de bordoProfessor reflexivoInstrumento de avaliaçãoFormação continuadaCoordenador pedagógicoClass recordsReflective teacherEvaluation instrumentContinuing educationPedagogical coordinatorCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONALOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógicoThe instruments for recording pedagogical work and evaluating learning: the pedagogical coordinator's roleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600fe64cd1d-3dfe-4541-8863-32df4bcd8a60reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem o papel do coordenador pedagógico MACHADO Karina.pdfOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem o papel do coordenador pedagógico MACHADO Karina.pdfOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógicoapplication/pdf1198914https://repositorio.ufscar.br/bitstream/ufscar/15602/1/Os%20instrumentos%20de%20registro%20do%20trabalho%20pedag%c3%b3gico%20e%20a%20avalia%c3%a7%c3%a3o%20da%20aprendizagem%20o%20papel%20do%20coordenador%20pedag%c3%b3gico%20MACHADO%20Karina.pdf9af871cfa663b73fc95a84db61eda772MD51carta-comprovante-ORIENTADOR.pdfcarta-comprovante-ORIENTADOR.pdfCarta do orientadorapplication/pdf146282https://repositorio.ufscar.br/bitstream/ufscar/15602/3/carta-comprovante-ORIENTADOR.pdfa7c7d6985290ea8814b9e00df8568af3MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15602/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem o papel do coordenador pedagógico MACHADO Karina.pdf.txtOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem o papel do coordenador pedagógico MACHADO Karina.pdf.txtExtracted texttext/plain442311https://repositorio.ufscar.br/bitstream/ufscar/15602/5/Os%20instrumentos%20de%20registro%20do%20trabalho%20pedag%c3%b3gico%20e%20a%20avalia%c3%a7%c3%a3o%20da%20aprendizagem%20o%20papel%20do%20coordenador%20pedag%c3%b3gico%20MACHADO%20Karina.pdf.txt71df88fc8828f0da9d7a0f885218666cMD55carta-comprovante-ORIENTADOR.pdf.txtcarta-comprovante-ORIENTADOR.pdf.txtExtracted texttext/plain1271https://repositorio.ufscar.br/bitstream/ufscar/15602/7/carta-comprovante-ORIENTADOR.pdf.txtfa1cf2f943423b13f4a2e2788bbb358cMD57THUMBNAILOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem o papel do coordenador pedagógico MACHADO Karina.pdf.jpgOs instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem o papel do coordenador pedagógico MACHADO Karina.pdf.jpgIM Thumbnailimage/jpeg6136https://repositorio.ufscar.br/bitstream/ufscar/15602/6/Os%20instrumentos%20de%20registro%20do%20trabalho%20pedag%c3%b3gico%20e%20a%20avalia%c3%a7%c3%a3o%20da%20aprendizagem%20o%20papel%20do%20coordenador%20pedag%c3%b3gico%20MACHADO%20Karina.pdf.jpg9c43e06d6db093f493eac2da52e9017bMD56carta-comprovante-ORIENTADOR.pdf.jpgcarta-comprovante-ORIENTADOR.pdf.jpgIM Thumbnailimage/jpeg12617https://repositorio.ufscar.br/bitstream/ufscar/15602/8/carta-comprovante-ORIENTADOR.pdf.jpgad23aeb3b9909e2dd828f63f8c0bc3dcMD58ufscar/156022023-09-18 18:32:25.309oai:repositorio.ufscar.br:ufscar/15602Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:25Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico |
dc.title.alternative.eng.fl_str_mv |
The instruments for recording pedagogical work and evaluating learning: the pedagogical coordinator's role |
title |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico |
spellingShingle |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico Machado, Karina Diário de bordo Professor reflexivo Instrumento de avaliação Formação continuada Coordenador pedagógico Class records Reflective teacher Evaluation instrument Continuing education Pedagogical coordinator CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL |
title_short |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico |
title_full |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico |
title_fullStr |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico |
title_full_unstemmed |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico |
title_sort |
Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico |
author |
Machado, Karina |
author_facet |
Machado, Karina |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3319708968061359 |
dc.contributor.author.fl_str_mv |
Machado, Karina |
dc.contributor.advisor1.fl_str_mv |
Monteiro, Maria Iolanda |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4189205834370563 |
dc.contributor.authorID.fl_str_mv |
d414e2ad-7fcd-42d1-8e6d-364b69b90a92 |
contributor_str_mv |
Monteiro, Maria Iolanda |
dc.subject.por.fl_str_mv |
Diário de bordo Professor reflexivo Instrumento de avaliação Formação continuada Coordenador pedagógico |
topic |
Diário de bordo Professor reflexivo Instrumento de avaliação Formação continuada Coordenador pedagógico Class records Reflective teacher Evaluation instrument Continuing education Pedagogical coordinator CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Class records Reflective teacher Evaluation instrument Continuing education Pedagogical coordinator |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL |
description |
This qualitative research, based on a case study, started with the objective of verifying the attributions of pedagogical coordination function and its collaboration in teacher education. It also aimed to verify the perspective and the knowledge of the collaborating group; to identify, understand, and discuss the actions used by the coordinators with their teaching group; to characterize the formation of the professionals who work in this function and describe their formative path. In addition, we also aimed to learn about the actions taken based on the results of Basic Education Evaluation System (Saeb). Three coordinators for 4 and 5 years old education and four coordinators of Elementary School (1st to 5th grade) of the municipal public school of a small town in São Paulo State attended the research. To achieve the objectives, we used three data collection tools: a questionnaire, a narrative, and an interview. A fourth instrument - the visits - emerged in the Early Childhood Education coordination group, replacing the narrative. As a theoretical reference, we used the studies of Alarcão (2011) and Imbernón (2009; 2010; 2011) in the reflections on teacher training; Reis (2011) in class observation and Zabalza (2007) in the class diaries. In evaluation, we worked with the ideas of Hoffmann (2014; 2018), Depresbiteris and Tavares (2009), Zabala (2010), Luckesi (2011), Libâneo (2004; 2013) and Villas Boas (2011; 2012). Throughout the analysis and data construction, we found that the professionals perform several tasks that cover different school departments and that there is an understanding that the work emphasis should be in monitoring the pedagogical work, which ends up being reduced by the number of tasks performed. By monitoring the teaching work, the professionals use a number of strategies and, in this research, we highlight classes observation and the class records. Since the coordinator is a school professional who contributes to the continual teachers training, we propose a deepening in the use of the instruments already used, from the perspective of development the reflective teacher. In relation to the results of the external evaluation, the mock tests appear as one of the actions taken in an attempt to verify the level of student learning and the retaking of unlearned content. We propose a different look at this action, so that the evaluation is done from the perspective of monitoring the teaching and learning processes, articulated with the class records and with class observation. Therefore, we have narrowed our view to the evaluation of learning that takes place in the classroom environment, which must provide, building on and be present in the pedagogical actions, preceding and overriding any external evaluation result. The records in the instruments mentioned above, along with the evaluation process, contribute to student learning and to development of reflective and investigative professional of its practice. These instruments also contribute to the coordinator in the analysis of the pedagogical practice, from a formative perspective. We believe that a formative pedagogical positioning - both from the teacher in the classroom and as from the pedagogical coordinator actions – joined with reflective records made by teachers, will contribute to the teaching process and to the learning process. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-13 |
dc.date.accessioned.fl_str_mv |
2022-02-15T15:21:03Z |
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2022-02-15T15:21:03Z |
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MACHADO, Karina. Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico. 2021. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15602. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/15602 |
identifier_str_mv |
MACHADO, Karina. Os instrumentos de registro do trabalho pedagógico e a avaliação da aprendizagem: o papel do coordenador pedagógico. 2021. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15602. |
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https://repositorio.ufscar.br/handle/ufscar/15602 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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