Recontextualização na produção da política curricular para formação de professores no Amazonas
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/1/17835 |
Resumo: | In this research, I investigate meanings assigned to teacher education by the national curricular policy and the recontextualizations for the definition of curriculum policy aimed at teacher education in Amazonas, in the Amazonas State University (UEA). (UEA). Based on discursive approach, that guides researches in Brazil’s curriculum field, I debate articulations between discourses that signify, by politic text, the teacher education in the contexts of text production and the practice. Discourse is defined as a form of political intervention, through which curriculum guidelines are produced, subject to significations resignifications. This study has by means of theoretical-methodological orientation the approach of the continuous cycle of policies, proposed by Stephen Ball and collaborators, based on which I focus on the interaction of social actors in political production in the different contexts of curriculum production. For that, the following concepts are adopted: recontextualization, curriculum policy, teacher education and regionalization. Consistent to this orientation, I operate with the concept of recontextualization as the study’s central point, amplified with notions of interpretation and translation, which compose the enactment theory (BALL et al., 2016). I argue that the meaning of the discourses of the political texts result from articulations composed by privileged meaning and that, in the In the Amazonian context, meaning is related to senses of locality and regionality, in the form of escapes from the attempt at centralization and standardization of the national curriculum policy. For the analysis that constitutes the defended thesis, the production of policies in the contexts of the definition of the political text during proposed reforms for teacher education is studied, in the periods of 2005, 2015 e 2019, as well as in the context of the practice of curricular production in the Amazonas State University. The corpus of these studies is formed by national normative texts, produced by the CNE/MEC, with the purpose of guiding curricular policies for teacher education, as well as the texts produced in the context of practice by the pedagogy course of UEA in Manaus and in Parintins, between the period of 2007 and 2018. Based on the analysis of discourses produced in macro and micro, or global and local contexts, as well as the participation of social actors in curriculum production, I argue that the contexts for defining curriculum policies for teacher education in Amazonas reveal meanings that guide the production of proposals for the Pedagogy course at UEA, as part of the process of negotiating meanings between subjects/communities of knowledge and contexts. In this process of meaning there are implicit ideas of curriculum as local identity or as regional (state) identity. From this analysis, I highlight the meaning of teacher education, through the interpretation of meanings regarding the curricular organization, teacher and regionalization; I discuss the iscursive articulations in the context of practice, observing disputes to hegemonize curricular proposals negotiated in different contexts and responsible for actions of resistance to the act of implementation, for the discursive proposition of meanings of the context of practice. |
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Dias, Rosanne Evangelistahttp://lattes.cnpq.br/3232517370947081Carvalho, Maria Inêz da Silva de Souzahttp://lattes.cnpq.br/7595723801440982Garcia, Maria Manuela Alveshttp://lattes.cnpq.br/0141183727711568Frangella, Rita de Cassia Prazereshttp://lattes.cnpq.br/1090641466362716Borges, Verônicahttp://lattes.cnpq.br/2907172969063414http://lattes.cnpq.br/0445634370547774Pimenta, Neylanne Aracelli de Almeidanaalmeida@uea.edu.br2022-05-31T15:43:02Z2022-03-04PIMENTA, Neylanne Aracelli de Almeida. Recontextualização na produção da política curricular para formação de professores no Amazonas. 2022. 206 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/17835In this research, I investigate meanings assigned to teacher education by the national curricular policy and the recontextualizations for the definition of curriculum policy aimed at teacher education in Amazonas, in the Amazonas State University (UEA). (UEA). Based on discursive approach, that guides researches in Brazil’s curriculum field, I debate articulations between discourses that signify, by politic text, the teacher education in the contexts of text production and the practice. Discourse is defined as a form of political intervention, through which curriculum guidelines are produced, subject to significations resignifications. This study has by means of theoretical-methodological orientation the approach of the continuous cycle of policies, proposed by Stephen Ball and collaborators, based on which I focus on the interaction of social actors in political production in the different contexts of curriculum production. For that, the following concepts are adopted: recontextualization, curriculum policy, teacher education and regionalization. Consistent to this orientation, I operate with the concept of recontextualization as the study’s central point, amplified with notions of interpretation and translation, which compose the enactment theory (BALL et al., 2016). I argue that the meaning of the discourses of the political texts result from articulations composed by privileged meaning and that, in the In the Amazonian context, meaning is related to senses of locality and regionality, in the form of escapes from the attempt at centralization and standardization of the national curriculum policy. For the analysis that constitutes the defended thesis, the production of policies in the contexts of the definition of the political text during proposed reforms for teacher education is studied, in the periods of 2005, 2015 e 2019, as well as in the context of the practice of curricular production in the Amazonas State University. The corpus of these studies is formed by national normative texts, produced by the CNE/MEC, with the purpose of guiding curricular policies for teacher education, as well as the texts produced in the context of practice by the pedagogy course of UEA in Manaus and in Parintins, between the period of 2007 and 2018. Based on the analysis of discourses produced in macro and micro, or global and local contexts, as well as the participation of social actors in curriculum production, I argue that the contexts for defining curriculum policies for teacher education in Amazonas reveal meanings that guide the production of proposals for the Pedagogy course at UEA, as part of the process of negotiating meanings between subjects/communities of knowledge and contexts. In this process of meaning there are implicit ideas of curriculum as local identity or as regional (state) identity. From this analysis, I highlight the meaning of teacher education, through the interpretation of meanings regarding the curricular organization, teacher and regionalization; I discuss the iscursive articulations in the context of practice, observing disputes to hegemonize curricular proposals negotiated in different contexts and responsible for actions of resistance to the act of implementation, for the discursive proposition of meanings of the context of practice.Nesta pesquisa, investigo significados atribuídos à formação do professor pela política curricular nacional e as recontextualizações para a definição da política curricular voltada à formação de professores no Amazonas, na Universidade do Estado do Amazonas (UEA). Com base em abordagem discursiva, que orienta pesquisas no campo do currículo no Brasil, debato articulações entre discursos que significam, via texto político, a formação do professor em contextos da produção do texto e da prática. Discurso é definido como forma de intervenção política, pela qual são produzidas orientações ao currículo, passíveis de significações e ressignificações. O estudo tem por orientação teórico-metodológica a abordagem do ciclo contínuo de políticas, proposta por Stephen Ball e colaboradores, com base na qual focalizo a atuação de atores sociais na produção política nos diferentes contextos da produção curricular. Para tanto, são adotados como conceitos: recontextualização, política curricular, professor, formação e regionalização. Coerentemente a essa orientação, opero com o conceito de recontextualização como ponto central no estudo, ampliado com noções de interpretação e tradução, que compõem a teoria da atuação (BALL et al., 2016). Defendo que os significados dos discursos dos textos políticos resultam de articulações compostas por sentidos privilegiados e que, no contexto amazônico, a significação guarda relação com sentidos de localidade e regionalidade, na forma de escapes à tentativa de centralização e padronização da política curricular nacional. Para a análise que constitui a tese defendida, é estudada a produção de políticas nos contextos de definição do texto político durante as reformas propostas para a formação do professor, nos períodos de 2005, 2015 e 2019, assim como no contexto da prática da produção curricular na Universidade do Estado do Amazonas. O corpus deste estudo é formado por textos normativos nacionais, produzidos pelo CNE/MEC, com o intuito de orientar as políticas curriculares para a formação do professor, assim como os textos produzidos no contexto da prática pelo curso de Pedagogia da UEA, em Manaus e Parintins, no período de 2007 a 2018. Com base na análise dos discursos produzidos em contexto macro e micro, ou global e local, assim como na participação de atores sociais na produção curricular, argumento que os contextos de definição de políticas de currículos para formação de professores no Amazonas revelam significações que orientam a produção de propostas para o curso de Pedagogia da UEA, como parte do processo de negociação de sentidos entre sujeitos/comunidades de conhecimento e contextos. Nesse processo de significação, estão implícitas ideias de currículo como identidade local ou como identidade regional (de estado). Dessa análise, evidencio a significação da formação do professor, mediante a interpretação de sentidos quanto à organização curricular, professor e regionalização; discuto as articulações discursivas no contexto da prática, observando disputas para hegemonizar propostas curriculares negociadas nos diversos contextos e responsáveis por ações de resistência ao ato de implementação, pela proposição discursiva de sentidos do contexto da prática.Submitted by Mariangela CEH/A (marianfig.uerj@gmail.com) on 2022-05-31T15:43:02Z No. of bitstreams: 2 Tese - Neylanne Aracelli de Almeida Pimenta - 2022 - Completa.pdf: 2345326 bytes, checksum: c79cf2186192a4b6f9881df7abb7ec87 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-05-31T15:43:02Z (GMT). No. of bitstreams: 2 Tese - Neylanne Aracelli de Almeida Pimenta - 2022 - Completa.pdf: 2345326 bytes, checksum: c79cf2186192a4b6f9881df7abb7ec87 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-03-04application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCurricular policyCycle of policiesRecontextualizationTeacher educationContexts of curricular productionPolítica curricularFormação de professorCiclo de políticasRecontextualizaçãoContextos de produção curricularAmazonasCIENCIAS HUMANAS::EDUCACAO::CURRICULORecontextualização na produção da política curricular para formação de professores no AmazonasRecontextualization of curricular policy production for the formation of professors in Amazonasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Neylanne Aracelli de Almeida Pimenta - 2022 - Completa.pdfTese - Neylanne Aracelli de Almeida Pimenta - 2022 - Completa.pdfapplication/pdf2345326http://www.bdtd.uerj.br/bitstream/1/17835/5/Tese+-+Neylanne+Aracelli+de+Almeida+Pimenta+-+2022+-+Completa.pdfc79cf2186192a4b6f9881df7abb7ec87MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Recontextualização na produção da política curricular para formação de professores no Amazonas |
dc.title.alternative.eng.fl_str_mv |
Recontextualization of curricular policy production for the formation of professors in Amazonas |
title |
Recontextualização na produção da política curricular para formação de professores no Amazonas |
spellingShingle |
Recontextualização na produção da política curricular para formação de professores no Amazonas Pimenta, Neylanne Aracelli de Almeida Curricular policy Cycle of policies Recontextualization Teacher education Contexts of curricular production Política curricular Formação de professor Ciclo de políticas Recontextualização Contextos de produção curricular Amazonas CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Recontextualização na produção da política curricular para formação de professores no Amazonas |
title_full |
Recontextualização na produção da política curricular para formação de professores no Amazonas |
title_fullStr |
Recontextualização na produção da política curricular para formação de professores no Amazonas |
title_full_unstemmed |
Recontextualização na produção da política curricular para formação de professores no Amazonas |
title_sort |
Recontextualização na produção da política curricular para formação de professores no Amazonas |
author |
Pimenta, Neylanne Aracelli de Almeida |
author_facet |
Pimenta, Neylanne Aracelli de Almeida naalmeida@uea.edu.br |
author_role |
author |
author2 |
naalmeida@uea.edu.br |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Dias, Rosanne Evangelista |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3232517370947081 |
dc.contributor.referee1.fl_str_mv |
Carvalho, Maria Inêz da Silva de Souza |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7595723801440982 |
dc.contributor.referee2.fl_str_mv |
Garcia, Maria Manuela Alves |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0141183727711568 |
dc.contributor.referee3.fl_str_mv |
Frangella, Rita de Cassia Prazeres |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1090641466362716 |
dc.contributor.referee4.fl_str_mv |
Borges, Verônica |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2907172969063414 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0445634370547774 |
dc.contributor.author.fl_str_mv |
Pimenta, Neylanne Aracelli de Almeida naalmeida@uea.edu.br |
contributor_str_mv |
Dias, Rosanne Evangelista Carvalho, Maria Inêz da Silva de Souza Garcia, Maria Manuela Alves Frangella, Rita de Cassia Prazeres Borges, Verônica |
dc.subject.eng.fl_str_mv |
Curricular policy Cycle of policies Recontextualization Teacher education Contexts of curricular production |
topic |
Curricular policy Cycle of policies Recontextualization Teacher education Contexts of curricular production Política curricular Formação de professor Ciclo de políticas Recontextualização Contextos de produção curricular Amazonas CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.por.fl_str_mv |
Política curricular Formação de professor Ciclo de políticas Recontextualização Contextos de produção curricular Amazonas |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
In this research, I investigate meanings assigned to teacher education by the national curricular policy and the recontextualizations for the definition of curriculum policy aimed at teacher education in Amazonas, in the Amazonas State University (UEA). (UEA). Based on discursive approach, that guides researches in Brazil’s curriculum field, I debate articulations between discourses that signify, by politic text, the teacher education in the contexts of text production and the practice. Discourse is defined as a form of political intervention, through which curriculum guidelines are produced, subject to significations resignifications. This study has by means of theoretical-methodological orientation the approach of the continuous cycle of policies, proposed by Stephen Ball and collaborators, based on which I focus on the interaction of social actors in political production in the different contexts of curriculum production. For that, the following concepts are adopted: recontextualization, curriculum policy, teacher education and regionalization. Consistent to this orientation, I operate with the concept of recontextualization as the study’s central point, amplified with notions of interpretation and translation, which compose the enactment theory (BALL et al., 2016). I argue that the meaning of the discourses of the political texts result from articulations composed by privileged meaning and that, in the In the Amazonian context, meaning is related to senses of locality and regionality, in the form of escapes from the attempt at centralization and standardization of the national curriculum policy. For the analysis that constitutes the defended thesis, the production of policies in the contexts of the definition of the political text during proposed reforms for teacher education is studied, in the periods of 2005, 2015 e 2019, as well as in the context of the practice of curricular production in the Amazonas State University. The corpus of these studies is formed by national normative texts, produced by the CNE/MEC, with the purpose of guiding curricular policies for teacher education, as well as the texts produced in the context of practice by the pedagogy course of UEA in Manaus and in Parintins, between the period of 2007 and 2018. Based on the analysis of discourses produced in macro and micro, or global and local contexts, as well as the participation of social actors in curriculum production, I argue that the contexts for defining curriculum policies for teacher education in Amazonas reveal meanings that guide the production of proposals for the Pedagogy course at UEA, as part of the process of negotiating meanings between subjects/communities of knowledge and contexts. In this process of meaning there are implicit ideas of curriculum as local identity or as regional (state) identity. From this analysis, I highlight the meaning of teacher education, through the interpretation of meanings regarding the curricular organization, teacher and regionalization; I discuss the iscursive articulations in the context of practice, observing disputes to hegemonize curricular proposals negotiated in different contexts and responsible for actions of resistance to the act of implementation, for the discursive proposition of meanings of the context of practice. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-31T15:43:02Z |
dc.date.issued.fl_str_mv |
2022-03-04 |
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 |
PIMENTA, Neylanne Aracelli de Almeida. Recontextualização na produção da política curricular para formação de professores no Amazonas. 2022. 206 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17835 |
identifier_str_mv |
PIMENTA, Neylanne Aracelli de Almeida. Recontextualização na produção da política curricular para formação de professores no Amazonas. 2022. 206 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
url |
http://www.bdtd.uerj.br/handle/1/17835 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UERJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
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Universidade do Estado do Rio de Janeiro (UERJ) |
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UERJ |
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UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ) |
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bdtd.suporte@uerj.br |
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1811728711821557760 |