O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15055 |
Resumo: | This Ph.D. thesis is inserted in the field of Formation Research, Knowledge and Professional Development of the Graduate Program in Education of the Federal University of Santa Maria and arises from the research of the dynamics and possible outspread of the permanent self(trans)formation with the professors and the students enrolled in the Institutional Scholarship Initiative Program (PIBID), in the subprojects of Chemistry and Biology within the IFFar, through the Investigative-formative Dialogical Circles. Therefore, it is expected to answer the following research problem: how the permanent self(trans)formation is constituted for area coordinators, professors/supervisors and scholarship students of the Institutional Program of the Initiation to Teaching Scholarship at the Farroupilha Federal Institute of Education, Science, and Technology, in the subprojects of Chemistry and Biology, which are linked to the undergraduate courses of this institution? Methodologically, this study is based on a qualitative approach of the case study type, however, it also has research-training characteristics, since the co-authors subjects actively participate in all stages of the research. For the dynamics of the formative meetings with the educators, the used methodology was the Investigative-Formative Dialogical Circles (HENZ, 2014), (FREITAS, 2015), (HENZ; FREITAS, 2015), inspired by the Freirean Culture Circles in approach to the research-formation (JOSSO, 2004, 2010). As a theoretical-conceptual basis, the proposals of Paulo Freire (1987, 2013, 2015) were used, along with other authors, such as: Henz (2003, 2007, 2010, 2012), Bolzan (2009), Isaia and Bolzan (2009), Gatti, Barreto e André (2011), Imbernón (2009, 2010, 2011), Tardif (2014), Nóvoa (1995), among others. From the dialogical narratives emerged from the Circles, in the meetings with the subjects, the general category of the study was evidenced: permanent self(trans)formation dynamics with professors, with two dimensions of categories. The first category is the formative trajectory, with the following articulating axes: initial formation, permanent formation, and professional development. The second one is the experience in PIBID with the following articulating axes: the insertion in PIBID, the relationship between the PIBID, the HEI (Higher Education Institution), and the School of Basic Education, Curriculum, LIFE-training space. It was observed from the analysis that the Investigative-Formative Dialogical Circles contribute to the reflection-action-reflection of the educational practices of the pibidianos and as an inter-place of permanent self(trans)formation between professors and licenciature students. |
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2018-12-10T18:32:30Z2018-12-10T18:32:30Z2017-08-30http://repositorio.ufsm.br/handle/1/15055This Ph.D. thesis is inserted in the field of Formation Research, Knowledge and Professional Development of the Graduate Program in Education of the Federal University of Santa Maria and arises from the research of the dynamics and possible outspread of the permanent self(trans)formation with the professors and the students enrolled in the Institutional Scholarship Initiative Program (PIBID), in the subprojects of Chemistry and Biology within the IFFar, through the Investigative-formative Dialogical Circles. Therefore, it is expected to answer the following research problem: how the permanent self(trans)formation is constituted for area coordinators, professors/supervisors and scholarship students of the Institutional Program of the Initiation to Teaching Scholarship at the Farroupilha Federal Institute of Education, Science, and Technology, in the subprojects of Chemistry and Biology, which are linked to the undergraduate courses of this institution? Methodologically, this study is based on a qualitative approach of the case study type, however, it also has research-training characteristics, since the co-authors subjects actively participate in all stages of the research. For the dynamics of the formative meetings with the educators, the used methodology was the Investigative-Formative Dialogical Circles (HENZ, 2014), (FREITAS, 2015), (HENZ; FREITAS, 2015), inspired by the Freirean Culture Circles in approach to the research-formation (JOSSO, 2004, 2010). As a theoretical-conceptual basis, the proposals of Paulo Freire (1987, 2013, 2015) were used, along with other authors, such as: Henz (2003, 2007, 2010, 2012), Bolzan (2009), Isaia and Bolzan (2009), Gatti, Barreto e André (2011), Imbernón (2009, 2010, 2011), Tardif (2014), Nóvoa (1995), among others. From the dialogical narratives emerged from the Circles, in the meetings with the subjects, the general category of the study was evidenced: permanent self(trans)formation dynamics with professors, with two dimensions of categories. The first category is the formative trajectory, with the following articulating axes: initial formation, permanent formation, and professional development. The second one is the experience in PIBID with the following articulating axes: the insertion in PIBID, the relationship between the PIBID, the HEI (Higher Education Institution), and the School of Basic Education, Curriculum, LIFE-training space. It was observed from the analysis that the Investigative-Formative Dialogical Circles contribute to the reflection-action-reflection of the educational practices of the pibidianos and as an inter-place of permanent self(trans)formation between professors and licenciature students.Esta tese de doutorado insere-se na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria/RS e resultou das investigações sobre dinâmica e possíveis desdobramentos de auto(trans)formação permanente com os professores e alunos bolsistas do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), nos subprojetos de Química e Biologia no IFFar, por meio dos Círculos Dialógicos Investigativo-formativos. Para tanto, busca-se responder ao seguinte problema de pesquisa: como a auto(trans)formação permanente se constitui para coordenadores de área, professores supervisores e licenciandos bolsistas do Programa Institucional de Bolsa de Iniciação à Docência no Instituto Federal de Educação, Ciência e Tecnologia Farroupilha nos subprojetos de Química e Biologia, que estão vinculados aos cursos de licenciaturas da referida instituição? Metodologicamente, este estudo fundamenta-se em uma abordagem qualitativa do tipo estudo de caso, porém, também possui características de pesquisa-formação, uma vez que os sujeitos coautores participam ativamente em todas as etapas da pesquisa. Para a dinâmica dos encontros formativos com os educadores, utilizou-se a metodologia dos Círculos Dialógicos Investigativo-formativos (HENZ, 2014), (FREITAS, 2015), (HENZ; FREITAS, 2015), inspirados nos Círculos de Cultura freireanos em aproximação com a pesquisa-formação (JOSSO, 2004, 2010). Como aportes teórico-conceituais, utilizaram-se as proposições de Paulo Freire (1987, 2013. 2015), em diálogo com outros autores, tais como: Henz (2003, 2007, 2010, 2012), Bolzan (2009), Isaia e Bolzan (2009), Gatti, Barreto e André (2011), Imbernón (2009, 2010, 2011),Tardif (2014), Nóvoa (1995), entre outros. A partir das narrativas dialógicas emergidas dos Círculos, nos encontros com os sujeitos, evidenciou-se a categoria geral de estudo: dinâmicas de auto(trans)formação permanente com professores, com duas dimensões categoriais. A primeira dimensão categorial é a trajetória formativa, com os seguintes eixos articuladores: formação inicial, formação permanente e desenvolvimento profissional. A segunda dimensão categorial é a vivência no PIBID com os seguintes eixos articuladores: inserção no PIBID, relação do PIBID com a IES e a escola de Educação Básica, Currículo, Espaço de formação-LIFE. Observou-se, pelas análises, que os Círculos Dialógicos Investigativo-formativos contribuem para a reflexão-ação-reflexão das práticas educativas dos pibidianos e como um entre-lugar de auto(trans)formação permanente entre professores e licenciandosporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPIBIDAuto(trans)formação permanente com professoresIFFarCírculos dialógicos investigativo-formativosPermanent self(trans)formation with professorsIFFarInvestigative-formative dialogical circlesCNPQ::CIENCIAS HUMANAS::EDUCACAOO PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professoresChemistry and biology PIBID of IFFar: inter-place of permanent self(trans)formation with professorsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisHenz, Celso Ilgohttp://lattes.cnpq.br/8841113239645760Bolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Gustsack, Felipehttp://lattes.cnpq.br/1488669422124537Romanowski, Joana Paulinhttp://lattes.cnpq.br/7752218478865716Kronbauer, Luiz Gilbertohttp://lattes.cnpq.br/9231065813001096Oliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085http://lattes.cnpq.br/8765165000766588Ramos, Maria Rosângela Silveira7008000000066008da23dd6-53f1-4cc2-987a-3590914c8145b6a20662-c7ef-446b-9e68-805238d937e0e9d85a04-d6ed-4d67-810d-32a0fa6a0f7884099070-ca67-4977-a736-0d88fd2d95d066cef33f-6742-4682-8157-b3eb650950b1d496e0f8-c386-4e07-8829-39779dc5217a21504630-b88c-4afe-88a4-180eae1bdf3dreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2017_RAMOS_MARIA.pdfTES_PPGEDUCACAO_2017_RAMOS_MARIA.pdfTese de Doutoradoapplication/pdf4075740http://repositorio.ufsm.br/bitstream/1/15055/1/TES_PPGEDUCACAO_2017_RAMOS_MARIA.pdff6bb19071e3eecab726a5cd62938df1eMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores |
dc.title.alternative.eng.fl_str_mv |
Chemistry and biology PIBID of IFFar: inter-place of permanent self(trans)formation with professors |
title |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores |
spellingShingle |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores Ramos, Maria Rosângela Silveira PIBID Auto(trans)formação permanente com professores IFFar Círculos dialógicos investigativo-formativos Permanent self(trans)formation with professors IFFar Investigative-formative dialogical circles CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores |
title_full |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores |
title_fullStr |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores |
title_full_unstemmed |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores |
title_sort |
O PIBID de química e biologia do IFFar: entre-lugar de auto(trans)formação permanente com professores |
author |
Ramos, Maria Rosângela Silveira |
author_facet |
Ramos, Maria Rosângela Silveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8841113239645760 |
dc.contributor.advisor-co1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Gustsack, Felipe |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1488669422124537 |
dc.contributor.referee2.fl_str_mv |
Romanowski, Joana Paulin |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7752218478865716 |
dc.contributor.referee3.fl_str_mv |
Kronbauer, Luiz Gilberto |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9231065813001096 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8765165000766588 |
dc.contributor.author.fl_str_mv |
Ramos, Maria Rosângela Silveira |
contributor_str_mv |
Henz, Celso Ilgo Bolzan, Doris Pires Vargas Gustsack, Felipe Romanowski, Joana Paulin Kronbauer, Luiz Gilberto Oliveira, Valeska Maria Fortes de |
dc.subject.por.fl_str_mv |
PIBID Auto(trans)formação permanente com professores IFFar Círculos dialógicos investigativo-formativos |
topic |
PIBID Auto(trans)formação permanente com professores IFFar Círculos dialógicos investigativo-formativos Permanent self(trans)formation with professors IFFar Investigative-formative dialogical circles CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Permanent self(trans)formation with professors IFFar Investigative-formative dialogical circles |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Ph.D. thesis is inserted in the field of Formation Research, Knowledge and Professional Development of the Graduate Program in Education of the Federal University of Santa Maria and arises from the research of the dynamics and possible outspread of the permanent self(trans)formation with the professors and the students enrolled in the Institutional Scholarship Initiative Program (PIBID), in the subprojects of Chemistry and Biology within the IFFar, through the Investigative-formative Dialogical Circles. Therefore, it is expected to answer the following research problem: how the permanent self(trans)formation is constituted for area coordinators, professors/supervisors and scholarship students of the Institutional Program of the Initiation to Teaching Scholarship at the Farroupilha Federal Institute of Education, Science, and Technology, in the subprojects of Chemistry and Biology, which are linked to the undergraduate courses of this institution? Methodologically, this study is based on a qualitative approach of the case study type, however, it also has research-training characteristics, since the co-authors subjects actively participate in all stages of the research. For the dynamics of the formative meetings with the educators, the used methodology was the Investigative-Formative Dialogical Circles (HENZ, 2014), (FREITAS, 2015), (HENZ; FREITAS, 2015), inspired by the Freirean Culture Circles in approach to the research-formation (JOSSO, 2004, 2010). As a theoretical-conceptual basis, the proposals of Paulo Freire (1987, 2013, 2015) were used, along with other authors, such as: Henz (2003, 2007, 2010, 2012), Bolzan (2009), Isaia and Bolzan (2009), Gatti, Barreto e André (2011), Imbernón (2009, 2010, 2011), Tardif (2014), Nóvoa (1995), among others. From the dialogical narratives emerged from the Circles, in the meetings with the subjects, the general category of the study was evidenced: permanent self(trans)formation dynamics with professors, with two dimensions of categories. The first category is the formative trajectory, with the following articulating axes: initial formation, permanent formation, and professional development. The second one is the experience in PIBID with the following articulating axes: the insertion in PIBID, the relationship between the PIBID, the HEI (Higher Education Institution), and the School of Basic Education, Curriculum, LIFE-training space. It was observed from the analysis that the Investigative-Formative Dialogical Circles contribute to the reflection-action-reflection of the educational practices of the pibidianos and as an inter-place of permanent self(trans)formation between professors and licenciature students. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-30 |
dc.date.accessioned.fl_str_mv |
2018-12-10T18:32:30Z |
dc.date.available.fl_str_mv |
2018-12-10T18:32:30Z |
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.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/15055 |
url |
http://repositorio.ufsm.br/handle/1/15055 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/15055/1/TES_PPGEDUCACAO_2017_RAMOS_MARIA.pdf http://repositorio.ufsm.br/bitstream/1/15055/2/license_rdf http://repositorio.ufsm.br/bitstream/1/15055/3/license.txt http://repositorio.ufsm.br/bitstream/1/15055/4/TES_PPGEDUCACAO_2017_RAMOS_MARIA.pdf.txt http://repositorio.ufsm.br/bitstream/1/15055/5/TES_PPGEDUCACAO_2017_RAMOS_MARIA.pdf.jpg |
bitstream.checksum.fl_str_mv |
f6bb19071e3eecab726a5cd62938df1e 4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df 62f526b829ab0142031ca704a624a1ca a93d9a24ef2a09f0e8fe156ddaa90809 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
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1801223672060444672 |