Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/19177 |
Resumo: | In public educational architecture, there are differences between institutional pedagogical policies and some school buildings that are built to meet the educational programs resulting from such policies. In some cases, the gap between some educational environments and the pedagogical orientation that inspired them is perceptible. The objective of this doctoral thesis is to identify the origins and probable causes for this mismatch. After a brief history of architecture and its convergence with Design in the 1st Industrial Revolution, it is verified, through bibliographical references, the evolution of educational spaces and their importance in the social context over time, from the first civilizations to a more detailed in republican Brazil, a time when education became a concern of the State. A systematic literature review is used to identify the main periods of expansion of the school network, the relationship of the increase in the number of public schools with important milestones in the country's economic history and in which scenarios the architectural solutions supported the pedagogical orientation with greater or lesser efficiency. The dissemination of prototype projects (stock plans) is identified as one of the main sources of the discrepancies between the expectations of the school community and the buildings that are delivered, as well as the process of educational duality (education differentiated according to social class) that, together with cultural and economic reasons, plus the reproduction of uncritical traditions, cause the precariousness of educational facilities and their inadequacy to meet the needs or pedagogical ideals of most public educational institutions. The research, through document review, deconstructs the prototype project paradigm by contesting the main claims of its defenders and the practical application of methods aimed at improving the users experience of the learning environment in a real architectural project of an educational building. The study also identifies, by the method of unsystematic observation, the good practices in the construction of educational spaces cited as relevant for the success of some pedagogical currents recognized as references in education. In conclusion, it is recommended a greater integration of educational architecture with the field of design and the use of new technologies to, through this thematic alignment and synergy, provide a virtuous combination of design processes and methods from the preliminary studies elaboration to the stages of implantation of school buildings more aligned with the needs and pedagogical programs, not to mention the fulfilling the social function expected from public education institutions. |
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Freitas, Sydney Fernandes dehttp://lattes.cnpq.br/4741084994429007Gomes, Luiz Antonio Vidal de Negreiroshttp://lattes.cnpq.br/8337493682978892Medeiros, Lígia Maria Sampaio dehttp://lattes.cnpq.br/4080634349841112Cardoso, André Luiz Carvalhohttp://lattes.cnpq.br/8040403752357165Mariño, Suzi Maria Carvalhohttp://lattes.cnpq.br/6641978572569252Oliveira, Giuseppe Amado dehttp://lattes.cnpq.br/4471652808791240http://lattes.cnpq.br/6243858585728452Santos, Sérgio Bernardo dossergio.bernardo@uol.com.br2023-03-17T15:28:21Z2022-08-19SANTOS, Sérgio Bernardo. Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído. 2022. 154 f. Tese (Doutorado em Design) – Escola Superior de Desenho Industrial, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/19177In public educational architecture, there are differences between institutional pedagogical policies and some school buildings that are built to meet the educational programs resulting from such policies. In some cases, the gap between some educational environments and the pedagogical orientation that inspired them is perceptible. The objective of this doctoral thesis is to identify the origins and probable causes for this mismatch. After a brief history of architecture and its convergence with Design in the 1st Industrial Revolution, it is verified, through bibliographical references, the evolution of educational spaces and their importance in the social context over time, from the first civilizations to a more detailed in republican Brazil, a time when education became a concern of the State. A systematic literature review is used to identify the main periods of expansion of the school network, the relationship of the increase in the number of public schools with important milestones in the country's economic history and in which scenarios the architectural solutions supported the pedagogical orientation with greater or lesser efficiency. The dissemination of prototype projects (stock plans) is identified as one of the main sources of the discrepancies between the expectations of the school community and the buildings that are delivered, as well as the process of educational duality (education differentiated according to social class) that, together with cultural and economic reasons, plus the reproduction of uncritical traditions, cause the precariousness of educational facilities and their inadequacy to meet the needs or pedagogical ideals of most public educational institutions. The research, through document review, deconstructs the prototype project paradigm by contesting the main claims of its defenders and the practical application of methods aimed at improving the users experience of the learning environment in a real architectural project of an educational building. The study also identifies, by the method of unsystematic observation, the good practices in the construction of educational spaces cited as relevant for the success of some pedagogical currents recognized as references in education. In conclusion, it is recommended a greater integration of educational architecture with the field of design and the use of new technologies to, through this thematic alignment and synergy, provide a virtuous combination of design processes and methods from the preliminary studies elaboration to the stages of implantation of school buildings more aligned with the needs and pedagogical programs, not to mention the fulfilling the social function expected from public education institutions.Na arquitetura educacional pública, percebe-se dissintonias entre as políticas pedagógicas institucionais e alguns prédios escolares que são construídos para atender aos programas educacionais resultantes de tais políticas. Em alguns casos, é perceptível a lacuna entre alguns ambientes educacionais e a orientação pedagógica que os inspirou. O objetivo desta tese de doutorado é identificar as origens e prováveis causas para esse descompasso. Após um breve histórico sobre arquitetura e a sua convergência com o Design na 1ª Revolução Industrial, verifica-se, através de referências bibliográficas, a evolução dos espaços educacionais e sua importância no contexto social ao longo do tempo, desde as primeiras civilizações até um olhar mais detalhado no Brasil republicano, época em que a educação passou a ser uma preocupação do Estado. É utilizada a revisão sistemática de literatura para identificar os principais períodos de expansão da rede escolar, a relação do aumento na quantidade de escolas públicas com marcos importantes na histórica econômica do país e em quais cenários as soluções arquitetônicas sustentaram a orientação pedagógica com maior ou menor eficiência. A disseminação de projetos-padrão é identificada como uma das principais origens das dissintonias entre as expectativas da comunidade escolar e os edifícios que são entregues, assim como o processo de dualidade educacional (educação diferenciada segundo a classe social) que, junto com causas culturais, econômicas e a reprodução de tradições acríticas, provocam a precarização das instalações educacionais e sua inadequação para o atendimento dos programas de necessidades ou ideais pedagógicos de boa parte das instituições públicas de ensino. A pesquisa, através de revisão documental, desconstrói o paradigma do projeto-padrão pela contestação das principais alegações dos seus defensores e da aplicação prática de métodos voltados para a melhoria da experiência dos usuários do ambiente de aprendizagem em um projeto arquitetônico real de edifício educacional. O estudo também identifica, pelo método da observação assistemática, as boas práticas na edificação de espaços educacionais citados como relevantes para o sucesso de algumas correntes pedagógicas reconhecidas como referências na educação. Na conclusão, recomenda-se a maior integração da arquitetura educacional com o campo do design e o uso de novas tecnologias para, através desse alinhamento temático e sinergia, proporcionar uma combinação virtuosa dos processos e métodos de projetação desde a fase de elaboração dos estudos preliminares até as etapas de implantação de edifícios escolares mais alinhados com as necessidades e programas pedagógicos, sem deixar de lado o cumprimento da função social que se espera das instituições públicas de ensino.Submitted by Albert CTC/G (albert.vaz@uerj.br) on 2023-03-17T15:28:21Z No. of bitstreams: 1 Tese - Sérgio Bernardo dos Santos - 2022 - Completa.pdf: 4147319 bytes, checksum: 6912c3ece0832db2cb5c44201bc34613 (MD5)Made available in DSpace on 2023-03-17T15:28:21Z (GMT). No. of bitstreams: 1 Tese - Sérgio Bernardo dos Santos - 2022 - Completa.pdf: 4147319 bytes, checksum: 6912c3ece0832db2cb5c44201bc34613 (MD5) Previous issue date: 2022-08-19application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em DesignUERJBrasilCentro de Tecnologia e Ciências::Escola Superior de Desenho IndustrialEducational architectureSchool architectureBuilt spaceDesign and architectureDesenho industrialArquitetura públicaEducaçãoArquitetura educacionalArquitetura escolarEspaço construídoDesign e arquiteturaCIENCIAS SOCIAIS APLICADAS::DESENHO INDUSTRIALDesign e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construídoDesign and Educational architecture: disagreements between pedagogical ideals and the built spaceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Sérgio Bernardo dos Santos - 2022 - Completa.pdfTese - Sérgio Bernardo dos Santos - 2022 - Completa.pdfapplication/pdf4147319http://www.bdtd.uerj.br/bitstream/1/19177/2/Tese+-+S%C3%A9rgio+Bernardo+dos+Santos+-+2022+-+Completa.pdf6912c3ece0832db2cb5c44201bc34613MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/19177/1/license.txte5502652da718045d7fcd832b79fca29MD511/191772024-02-27 14:40:23.966oai:www.bdtd.uerj.br:1/19177Tk9UQTogTElDRU7Dh0EgUkVERSBTSVJJVVMKRXN0YSBsaWNlbsOnYSBkZSBleGVtcGxvIMOpIGZvcm5lY2lkYSBhcGVuYXMgcGFyYSBmaW5zIGluZm9ybWF0aXZvcy4KCkxJQ0VOw4dBIERFIERJU1RSSUJVScOHw4NPIE7Dg08tRVhDTFVTSVZBCgpDb20gYSBhcHJlc2VudGHDp8OjbyBkZXN0YSBsaWNlbsOnYSwgdm9jw6ogKG8gYXV0b3IgKGVzKSBvdSBvIHRpdHVsYXIgZG9zIGRpcmVpdG9zIGRlIGF1dG9yKSBjb25jZWRlIMOgIFVuaXZlcnNpZGFkZSAKZG8gRXN0YWRvIGRvIFJpbyBkZSBKYW5laXJvIChVRVJKKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVFUkogcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAKcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVFUkogcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGEgc3VhIHRlc2Ugb3UgCmRpc3NlcnRhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIApuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldSAKY29uaGVjaW1lbnRvLCBpbmZyaW5nZSBkaXJlaXRvcyBhdXRvcmFpcyBkZSBuaW5ndcOpbS4KCkNhc28gYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIGNvbnRlbmhhIG1hdGVyaWFsIHF1ZSB2b2PDqiBuw6NvIHBvc3N1aSBhIHRpdHVsYXJpZGFkZSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMsIHZvY8OqIApkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVUVSSiBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgCmlkZW50aWZpY2FkbyBlIHJlY29uaGVjaWRvIG5vIHRleHRvIG91IG5vIGNvbnRlw7pkbyBkYSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gb3JhIGRlcG9zaXRhZGEuCgpDQVNPIEEgVEVTRSBPVSBESVNTRVJUQcOHw4NPIE9SQSBERVBPU0lUQURBIFRFTkhBIFNJRE8gUkVTVUxUQURPIERFIFVNIFBBVFJPQ8ONTklPIE9VIApBUE9JTyBERSBVTUEgQUfDik5DSUEgREUgRk9NRU5UTyBPVSBPVVRSTyBPUkdBTklTTU8gUVVFIE7Dg08gU0VKQSBFU1RBClVOSVZFUlNJREFERSwgVk9Dw4ogREVDTEFSQSBRVUUgUkVTUEVJVE9VIFRPRE9TIEUgUVVBSVNRVUVSIERJUkVJVE9TIERFIFJFVklTw4NPIENPTU8gClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVbml2ZXJzaWRhZGUgZG8gRXN0YWRvIGRvIFJpbyBkZSBKYW5laXJvIChVRVJKKSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T17:40:23Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído |
dc.title.alternative.eng.fl_str_mv |
Design and Educational architecture: disagreements between pedagogical ideals and the built space |
title |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído |
spellingShingle |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído Santos, Sérgio Bernardo dos Educational architecture School architecture Built space Design and architecture Desenho industrial Arquitetura pública Educação Arquitetura educacional Arquitetura escolar Espaço construído Design e arquitetura CIENCIAS SOCIAIS APLICADAS::DESENHO INDUSTRIAL |
title_short |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído |
title_full |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído |
title_fullStr |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído |
title_full_unstemmed |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído |
title_sort |
Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído |
author |
Santos, Sérgio Bernardo dos |
author_facet |
Santos, Sérgio Bernardo dos sergio.bernardo@uol.com.br |
author_role |
author |
author2 |
sergio.bernardo@uol.com.br |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Freitas, Sydney Fernandes de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4741084994429007 |
dc.contributor.advisor-co1.fl_str_mv |
Gomes, Luiz Antonio Vidal de Negreiros |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/8337493682978892 |
dc.contributor.referee1.fl_str_mv |
Medeiros, Lígia Maria Sampaio de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4080634349841112 |
dc.contributor.referee2.fl_str_mv |
Cardoso, André Luiz Carvalho |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8040403752357165 |
dc.contributor.referee3.fl_str_mv |
Mariño, Suzi Maria Carvalho |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6641978572569252 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Giuseppe Amado de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/4471652808791240 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6243858585728452 |
dc.contributor.author.fl_str_mv |
Santos, Sérgio Bernardo dos sergio.bernardo@uol.com.br |
contributor_str_mv |
Freitas, Sydney Fernandes de Gomes, Luiz Antonio Vidal de Negreiros Medeiros, Lígia Maria Sampaio de Cardoso, André Luiz Carvalho Mariño, Suzi Maria Carvalho Oliveira, Giuseppe Amado de |
dc.subject.eng.fl_str_mv |
Educational architecture School architecture Built space Design and architecture |
topic |
Educational architecture School architecture Built space Design and architecture Desenho industrial Arquitetura pública Educação Arquitetura educacional Arquitetura escolar Espaço construído Design e arquitetura CIENCIAS SOCIAIS APLICADAS::DESENHO INDUSTRIAL |
dc.subject.por.fl_str_mv |
Desenho industrial Arquitetura pública Educação Arquitetura educacional Arquitetura escolar Espaço construído Design e arquitetura |
dc.subject.cnpq.fl_str_mv |
CIENCIAS SOCIAIS APLICADAS::DESENHO INDUSTRIAL |
description |
In public educational architecture, there are differences between institutional pedagogical policies and some school buildings that are built to meet the educational programs resulting from such policies. In some cases, the gap between some educational environments and the pedagogical orientation that inspired them is perceptible. The objective of this doctoral thesis is to identify the origins and probable causes for this mismatch. After a brief history of architecture and its convergence with Design in the 1st Industrial Revolution, it is verified, through bibliographical references, the evolution of educational spaces and their importance in the social context over time, from the first civilizations to a more detailed in republican Brazil, a time when education became a concern of the State. A systematic literature review is used to identify the main periods of expansion of the school network, the relationship of the increase in the number of public schools with important milestones in the country's economic history and in which scenarios the architectural solutions supported the pedagogical orientation with greater or lesser efficiency. The dissemination of prototype projects (stock plans) is identified as one of the main sources of the discrepancies between the expectations of the school community and the buildings that are delivered, as well as the process of educational duality (education differentiated according to social class) that, together with cultural and economic reasons, plus the reproduction of uncritical traditions, cause the precariousness of educational facilities and their inadequacy to meet the needs or pedagogical ideals of most public educational institutions. The research, through document review, deconstructs the prototype project paradigm by contesting the main claims of its defenders and the practical application of methods aimed at improving the users experience of the learning environment in a real architectural project of an educational building. The study also identifies, by the method of unsystematic observation, the good practices in the construction of educational spaces cited as relevant for the success of some pedagogical currents recognized as references in education. In conclusion, it is recommended a greater integration of educational architecture with the field of design and the use of new technologies to, through this thematic alignment and synergy, provide a virtuous combination of design processes and methods from the preliminary studies elaboration to the stages of implantation of school buildings more aligned with the needs and pedagogical programs, not to mention the fulfilling the social function expected from public education institutions. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-08-19 |
dc.date.accessioned.fl_str_mv |
2023-03-17T15:28:21Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, Sérgio Bernardo. Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído. 2022. 154 f. Tese (Doutorado em Design) – Escola Superior de Desenho Industrial, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/19177 |
identifier_str_mv |
SANTOS, Sérgio Bernardo. Design e arquitetura educacional: dissintonias entre ideais pedagógicos e o espaço construído. 2022. 154 f. Tese (Doutorado em Design) – Escola Superior de Desenho Industrial, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
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http://www.bdtd.uerj.br/handle/1/19177 |
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por |
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por |
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openAccess |
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dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Design |
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UERJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Tecnologia e Ciências::Escola Superior de Desenho Industrial |
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Universidade do Estado do Rio de Janeiro |
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