Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/18706 |
Resumo: | This thesis is structured around the theme of insertion into teaching in basic education. It is derived from a qualitative research, taking as context schools of the state network of the city of Sete Lagoas – Minas Gerais. The general objective of the study, with narrative approach, was to understand how the basic education school composed of its different subjects can be configured as a (trans) formative ambience for the insertion of the beginning teacher. The research scenario was composed of 24 schools of the State Education Network of Sete Lagoas - MG that offer the final years of Elementary and High School. The subjects of our research are beginner teachers who have attended the last two public tenders of the State Education System of the State of Minas Gerais (2011 and 2014) for the city of Sete Lagoas, in other words, effective teachers with up to five years of teaching activity. The investigative process began with an exploratory study by means of a questionnaire sent to all the beginning teachers in order to identify the scenarios and the subjects of the research, including questions about the beginning of teaching. The main corpus of the research stems from the teaching narratives, whose content was worked through the Discursive Textual Analysis. The study brought the understanding that the school ambience can promote teacher well-being in the process of professional insertion, motivating him or her to remain in the career. However, it’s possible to verify that the insertion in teaching career requires a combined effort of the different agents responsible for educational policies in regard to training policies - initial and continuous and professional valorization. Finally, the Finally, the thesis is confirmed that the school environment influences the constitution of the identity of the beginner teacher in basic education, being able to constitute a positive or negative environment, being these determinant conditions for the insertion and permanence of these teachers in the teaching activity. It is a matter of priority, to care for the person in the transition phase from student to teacher, to create effective public policies that assure beginner teachers the objective and intersubjective conditions for learning while teaching and for their professional development, in positively welcoming school ambiences. |
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2019-10-29T20:31:54Z2019-10-29T20:31:54Z2018-08-24http://repositorio.ufsm.br/handle/1/18706This thesis is structured around the theme of insertion into teaching in basic education. It is derived from a qualitative research, taking as context schools of the state network of the city of Sete Lagoas – Minas Gerais. The general objective of the study, with narrative approach, was to understand how the basic education school composed of its different subjects can be configured as a (trans) formative ambience for the insertion of the beginning teacher. The research scenario was composed of 24 schools of the State Education Network of Sete Lagoas - MG that offer the final years of Elementary and High School. The subjects of our research are beginner teachers who have attended the last two public tenders of the State Education System of the State of Minas Gerais (2011 and 2014) for the city of Sete Lagoas, in other words, effective teachers with up to five years of teaching activity. The investigative process began with an exploratory study by means of a questionnaire sent to all the beginning teachers in order to identify the scenarios and the subjects of the research, including questions about the beginning of teaching. The main corpus of the research stems from the teaching narratives, whose content was worked through the Discursive Textual Analysis. The study brought the understanding that the school ambience can promote teacher well-being in the process of professional insertion, motivating him or her to remain in the career. However, it’s possible to verify that the insertion in teaching career requires a combined effort of the different agents responsible for educational policies in regard to training policies - initial and continuous and professional valorization. Finally, the Finally, the thesis is confirmed that the school environment influences the constitution of the identity of the beginner teacher in basic education, being able to constitute a positive or negative environment, being these determinant conditions for the insertion and permanence of these teachers in the teaching activity. It is a matter of priority, to care for the person in the transition phase from student to teacher, to create effective public policies that assure beginner teachers the objective and intersubjective conditions for learning while teaching and for their professional development, in positively welcoming school ambiences.Esta Tesis se estructura dentro de la temática de la inserción a la docencia en la educación básica. Se deriva de una pesquisa de abordaje cualitativo, teniendo como contexto escuelas de la red estatal de la ciudad de Sete Lagoas – Minas Gerais. El objetivo general del estudio, de cuño narrativo, es comprender como la escuela de educación básica constituida por sus diferentes sujetos puede configurarse como ambiente (tras)formativo para la inserción del maestro principiante. El escenario de la pesquisa está compuesto por 24 escuelas de la Red Estatal de Educación de Sete Lagoas – MG que ofrecen los años finales de la Enseñanza Fundamental y la Enseñanza Media. Los sujetos de nuestra pesquisa se caracterizan por ser maestros principiantes, que han prestado los dos últimos concursos públicos del Sistema Estatal de Educación del Estado de Minas Gerais (2011 y 2014) para la ciudad de Sete Lagoas, o sea, profesores efectivos con hasta cinco años de actividad docente. El proceso investigativo se inició con un estudio exploratorio por medio de un cuestionario enviado a la totalidad de profesores principiantes con el objetivo de identificar los escenarios y los sujetos de la pesquisa, incluidas cuestiones sobre el inicio de la docencia. El corpus principal de la pesquisa resulta de las narrativas docentes, cuyo contenido fue trabajado mediante el Análisis Textual Discursivo. El estudio trajo la comprensión de que el ambiente escolar puede promocionar el bienestar docente en el proceso de inserción profesional, motivándolo a su permanencia en la carrera. Sin embargo, se puede constatar que la inserción a la docencia requiere un esfuerzo en conjunto de diferentes agentes responsables por las políticas educacionales en lo que se refiere a las políticas de formación – inicial y continuada y de valorización profesional. Finalmente, se confirma la Tesis de que el ambiente escolar influye en la constitución de la identidad del profesor principiante en la educación básica, pudiendo constituirse en un ambiente positivo o negativo, siendo estas condiciones determinantes para la inserción y permanencia de estos profesores en la actividad docente. Se impone como cuestión prioritaria, el cuidado con la persona, en la fase de transición de estudiante para profesor, careciendo de políticas públicas efectivas que aseguren a los profesores principiantes las condiciones objetivas e intersubjetivas para el aprendizaje en/de la docencia y para su desarrollo profesional, en ambientes escolares positivamente acogedores.Esta Tese estrutura-se em torno da temática da inserção à docência na educação básica. Deriva-se de uma pesquisa de abordagem qualitativa, tendo como contexto escolas da rede estadual da cidade de Sete lagoas – Minas Gerais. O objetivo geral do estudo, de cunho narrativo, foi compreender como a escola de educação básica, constituída de seus diferentes sujeitos, pode configurar-se como ambiência (trans)formativa para a inserção do professor principiante. O cenário da pesquisa foi composto por 24 escolas da Rede Estadual de Educação de Sete Lagoas – MG que ofertam os anos finais do Ensino Fundamental e o Ensino Médio. Os sujeitos da nossa pesquisa caracterizam-se por serem professores principiantes, tendo prestado os dois últimos concursos do Sistema Estadual de Educação do Estado de Minas Gerais (2011 e 2014) para a cidade de Sete Lagoas, ou seja, professores efetivos com até cinco anos de atividade docente. O processo investigativo iniciou-se com um estudo exploratório por meio de um questionário enviado à totalidade dos professores principiantes com o objetivo de identificar os cenários e os sujeitos da pesquisa, incluídas questões sobre o início da docência. O corpus principal da pesquisa decorre das narrativas docentes, cujo conteúdo foi trabalhado por meio da Análise Textual Discursiva (ATD). O estudo trouxe a compreensão de que a ambiência escolar pode promover o bem-estar docente no processo de inserção profissional, motivando-o para a sua permanência na carreira. No entanto, pode-se constatar que a inserção à docência requer um esforço conjugado dos diferentes agentes responsáveis pelas políticas educacionais no que se refere às políticas de formação – inicial e continuada e de valorização profissional. Finalmente, confirma-se a Tese de que a ambiência escolar influencia a constituição da identidade do professor principiante na educação básica, podendo se constituir em ambiência positiva ou negativa, sendo estas condições determinantes para a inserção e permanência desses professores na atividade docente. Impõe-se como questão prioritária, o cuidado com a pessoa, na fase de transição de estudante a professor, carecendo de políticas públicas efetivas que assegurem aos professores principiantes as condições objetivas e intersubjetivas para a aprendizagem na/da docência e para o seu desenvolvimento profissional, em ambiências escolares positivamente acolhedoras.porUniversidade 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/openAccessAmbiência escolarIniciação à docênciaProfessor principianteAprendizagem na/da docênciaSchool environmentIntroduction to teachingBeginner teacherLearning while teachingAmbience escolarIniciación a la docenciaProfesor principianteAprendizaje en/de docenciaCNPQ::CIENCIAS HUMANAS::EDUCACAOIniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativaInitiation to teaching in basic education: beginning teachers and their (trans) formative ambienceIniciación a la docencia en la educaçión básica: profesores principiantes y su ambiente (tras)formativoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisVeiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468Cunha, Maria Isabel dahttp://lattes.cnpq.br/0157149133885713Gariglio, José Angelohttp://lattes.cnpq.br/6524038089245903Antunes, Helenise Sangoihttp://lattes.cnpq.br/6804330341401151Henz, Celso Ilgohttp://lattes.cnpq.br/8841113239645760http://lattes.cnpq.br/6324111705170215Silva, Weliton Martins da70080000000660057408893-ea61-4132-abfd-bd23acf608b445e8f515-6621-4cbc-b275-47cbcd392f48f01791df-d891-40cd-8957-5b021147ef9ddb730f50-15cf-475a-88ea-6b0dcad7156daba09779-8a9c-40d2-8acb-ab1737d12211c4a37e62-7e74-4790-af62-a04c5ae320ccreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2018_SILVA_WELITON.pdfTES_PPGEDUCACAO_2018_SILVA_WELITON.pdfTese de Doutoradoapplication/pdf3034669http://repositorio.ufsm.br/bitstream/1/18706/1/TES_PPGEDUCACAO_2018_SILVA_WELITON.pdff494a60199a050f7f3835a941d631949MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa |
dc.title.alternative.eng.fl_str_mv |
Initiation to teaching in basic education: beginning teachers and their (trans) formative ambience |
dc.title.alternative.spa.fl_str_mv |
Iniciación a la docencia en la educaçión básica: profesores principiantes y su ambiente (tras)formativo |
title |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa |
spellingShingle |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa Silva, Weliton Martins da Ambiência escolar Iniciação à docência Professor principiante Aprendizagem na/da docência School environment Introduction to teaching Beginner teacher Learning while teaching Ambience escolar Iniciación a la docencia Profesor principiante Aprendizaje en/de docencia CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa |
title_full |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa |
title_fullStr |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa |
title_full_unstemmed |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa |
title_sort |
Iniciação à docência na educação básica: professores principiantes e a sua ambiência (trans)formativa |
author |
Silva, Weliton Martins da |
author_facet |
Silva, Weliton Martins da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.referee1.fl_str_mv |
Cunha, Maria Isabel da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0157149133885713 |
dc.contributor.referee2.fl_str_mv |
Gariglio, José Angelo |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6524038089245903 |
dc.contributor.referee3.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6804330341401151 |
dc.contributor.referee4.fl_str_mv |
Henz, Celso Ilgo |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8841113239645760 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6324111705170215 |
dc.contributor.author.fl_str_mv |
Silva, Weliton Martins da |
contributor_str_mv |
Veiga, Adriana Moreira da Rocha Cunha, Maria Isabel da Gariglio, José Angelo Antunes, Helenise Sangoi Henz, Celso Ilgo |
dc.subject.por.fl_str_mv |
Ambiência escolar Iniciação à docência Professor principiante Aprendizagem na/da docência |
topic |
Ambiência escolar Iniciação à docência Professor principiante Aprendizagem na/da docência School environment Introduction to teaching Beginner teacher Learning while teaching Ambience escolar Iniciación a la docencia Profesor principiante Aprendizaje en/de docencia CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School environment Introduction to teaching Beginner teacher Learning while teaching |
dc.subject.spa.fl_str_mv |
Ambience escolar Iniciación a la docencia Profesor principiante Aprendizaje en/de docencia |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis is structured around the theme of insertion into teaching in basic education. It is derived from a qualitative research, taking as context schools of the state network of the city of Sete Lagoas – Minas Gerais. The general objective of the study, with narrative approach, was to understand how the basic education school composed of its different subjects can be configured as a (trans) formative ambience for the insertion of the beginning teacher. The research scenario was composed of 24 schools of the State Education Network of Sete Lagoas - MG that offer the final years of Elementary and High School. The subjects of our research are beginner teachers who have attended the last two public tenders of the State Education System of the State of Minas Gerais (2011 and 2014) for the city of Sete Lagoas, in other words, effective teachers with up to five years of teaching activity. The investigative process began with an exploratory study by means of a questionnaire sent to all the beginning teachers in order to identify the scenarios and the subjects of the research, including questions about the beginning of teaching. The main corpus of the research stems from the teaching narratives, whose content was worked through the Discursive Textual Analysis. The study brought the understanding that the school ambience can promote teacher well-being in the process of professional insertion, motivating him or her to remain in the career. However, it’s possible to verify that the insertion in teaching career requires a combined effort of the different agents responsible for educational policies in regard to training policies - initial and continuous and professional valorization. Finally, the Finally, the thesis is confirmed that the school environment influences the constitution of the identity of the beginner teacher in basic education, being able to constitute a positive or negative environment, being these determinant conditions for the insertion and permanence of these teachers in the teaching activity. It is a matter of priority, to care for the person in the transition phase from student to teacher, to create effective public policies that assure beginner teachers the objective and intersubjective conditions for learning while teaching and for their professional development, in positively welcoming school ambiences. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-24 |
dc.date.accessioned.fl_str_mv |
2019-10-29T20:31:54Z |
dc.date.available.fl_str_mv |
2019-10-29T20:31:54Z |
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/1/18706 |
url |
http://repositorio.ufsm.br/handle/1/18706 |
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 |
57408893-ea61-4132-abfd-bd23acf608b4 45e8f515-6621-4cbc-b275-47cbcd392f48 f01791df-d891-40cd-8957-5b021147ef9d db730f50-15cf-475a-88ea-6b0dcad7156d aba09779-8a9c-40d2-8acb-ab1737d12211 c4a37e62-7e74-4790-af62-a04c5ae320cc |
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:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1801485219757293568 |