O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/18583 |
Resumo: | Working with multiliteracies is approaching cultural diversity and semiotic multiplicity (ROJO, 2012). Taking that into account, this study aims to analyze to what extent the concept of (multi)literacies subsidizes the pedagogical activities of a didactic unit produced withina continuing teacher education program. This program was developed at a public school in Santa Maria (RS), through a collaborative research (MAGALHÃES, 2002). The project had as objective to enable the critical and collaborative reflection among teachers of that school, students and researchers from UFSM,aiming to discuss the (re)construction of their social practices and at the end the production of a textbook. The corpus of this investigation is composed by a didactic unit from the referred textbook referred. We take into account that the term Multiliteracies refers to two great aspects of meaning production: a) social diversity, which parts of the cultures, the reference of the student and the social context in which he/she is inserted; b) multimodality, in which multiliteracy is characterized by the use and working with the technologies, media, genres, and languages used in these contexts (KALANTZIZ, COPE, 2012, p.1).Regarding the analysis of the literacy concept underlying the activities, we identified a greater recurrence of activities that explore literacy as a cognitive process (76.3%), followed by activities that focus on critical reading (23,7%). This rhetorical organization seems to represent a cyclical process consisting of activities that explore the development of cognitive competencies which correspond, initially, to higher complex levels, preparing the students for recognition of the thematic universe of the texts and then, albeit timidly, demanding their positioning about the topic from higher and lower complex levels of critical reading capabilities.Due to this, there is a sort of a “zigzag effect" movement, in which the competencies intercalate different levels of complexity and cognitive and critical reading capabilities. In addition, the results of the analysis of how the activities instructions explore the images, we identified that the most explored metafunction is the representational (77%). The unit has a reducedoccurrence of the other metafunctions (Interactive, 13%, and Compositional, 10%). Thus, students are conducted to look ideationally at non-verbal texts, analyzing the actions, events, participants, and circumstances constituted in/by the images. Additionally, we identified, in the unit, a concern in proposing activities that perform with cultural, social and multimodal contexts in general, although we have also noticed that some activities still explore the multiliteracies in a timid and limited way. Finally, we try to propose some activities to complement the ones proposed in the unit, exploring the aspects of multiliteracies which we considered undermined, in the hope to contribute to the discussions about the need to expand the practice of multiliteracies in school contexts. |
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2019-10-14T18:46:27Z2019-10-14T18:46:27Z2017-12-13http://repositorio.ufsm.br/handle/1/18583Working with multiliteracies is approaching cultural diversity and semiotic multiplicity (ROJO, 2012). Taking that into account, this study aims to analyze to what extent the concept of (multi)literacies subsidizes the pedagogical activities of a didactic unit produced withina continuing teacher education program. This program was developed at a public school in Santa Maria (RS), through a collaborative research (MAGALHÃES, 2002). The project had as objective to enable the critical and collaborative reflection among teachers of that school, students and researchers from UFSM,aiming to discuss the (re)construction of their social practices and at the end the production of a textbook. The corpus of this investigation is composed by a didactic unit from the referred textbook referred. We take into account that the term Multiliteracies refers to two great aspects of meaning production: a) social diversity, which parts of the cultures, the reference of the student and the social context in which he/she is inserted; b) multimodality, in which multiliteracy is characterized by the use and working with the technologies, media, genres, and languages used in these contexts (KALANTZIZ, COPE, 2012, p.1).Regarding the analysis of the literacy concept underlying the activities, we identified a greater recurrence of activities that explore literacy as a cognitive process (76.3%), followed by activities that focus on critical reading (23,7%). This rhetorical organization seems to represent a cyclical process consisting of activities that explore the development of cognitive competencies which correspond, initially, to higher complex levels, preparing the students for recognition of the thematic universe of the texts and then, albeit timidly, demanding their positioning about the topic from higher and lower complex levels of critical reading capabilities.Due to this, there is a sort of a “zigzag effect" movement, in which the competencies intercalate different levels of complexity and cognitive and critical reading capabilities. In addition, the results of the analysis of how the activities instructions explore the images, we identified that the most explored metafunction is the representational (77%). The unit has a reducedoccurrence of the other metafunctions (Interactive, 13%, and Compositional, 10%). Thus, students are conducted to look ideationally at non-verbal texts, analyzing the actions, events, participants, and circumstances constituted in/by the images. Additionally, we identified, in the unit, a concern in proposing activities that perform with cultural, social and multimodal contexts in general, although we have also noticed that some activities still explore the multiliteracies in a timid and limited way. Finally, we try to propose some activities to complement the ones proposed in the unit, exploring the aspects of multiliteracies which we considered undermined, in the hope to contribute to the discussions about the need to expand the practice of multiliteracies in school contexts.Trabalhar com multiletramentos é abordar a diversidade cultural e a multiplicidade semiótica (ROJO, 2012). Partindo desse pressuposto, o presente trabalho tem como objetivo analisar em que medida o conceito de (multi)letramentos subsidia as atividades pedagógicas de uma unidade didática produzidas em um programa de formação continuada.O referido programa foi desenvolvido em uma escola pública de Santa Maria (RS), por meio de uma pesquisa colaborativa (MAGALHÃES, 2002).O projeto teve como objetivo permitir a reflexão crítica e colaborativa entre professores dessa escola, estudantes e pesquisadores da UFSM, visando discutir a (re)construção de suas práticas sociais e, no final, a produção de um caderno didático. O corpus desta investigação é composto por uma unidade didática do referido caderno. Levamos em consideração que o termo Multiletramentos refere-se a dois grandes aspectos de produção de sentido: a) a diversidade social, que parte das culturas, da referência do aluno e do contexto social em que ele está inserido; b) a multimodalidade, no qual o multiletramento se caracteriza pelo uso e trabalho com as tecnologias, mídias, gêneros e linguagens usadas nestes contextos (KALANTZIZ; COPE, 2012, p.1). Os resultados indicam que no que concerne à análise do conceito de letramento subjacente às atividades, identificamos uma recorrência maior de atividades que exploram o letramento como processamento cognitivo (76,3%), seguido de atividades que focalizam a leitura crítica de mundo (23,7%). Essa organização retórica parece representar um processo cíclico constituído por atividades que exploram o desenvolvimento de competências cognitivas que correspondem, inicialmente, a níveis mais complexos, preparando a aluno para que ele faça o reconhecimento do universo temático do texto e então se posicione, ainda que timidamente, sobre o tema a partir de níveis mais e menos complexos das capacidades de leitura de mundo. Em virtude disso, há um movimento de “sanfona”, no qual as competências se intercalam em níveis diferentes de complexidade e capacidades cognitivas e de leitura crítica. Já nos resultados da análise de como os enunciados exploram as imagens, identificamos que a metafunção mais explorada é a representacional (77%). A unidade deixa a desejar em relação à exploração das demais metafunções (Interativa, 13%, e Composicional, 10%). Desse modo, os alunos são levados a olhar ideacionalmente para os textos não verbais, analisando as ações, eventos, participantes e circunstâncias constituídos nas/pelas imagens.Além disso, identificamos, na unidade, uma preocupação em propor atividades que trabalhassem contextos culturais, sociais e multimodais de uma maneira geral, embora também tenhamos percebido que algumas atividades ainda explorem os multimetramentos de maneira tímida e limitada. Finalmente, procuramos propor algumas atividades complementares às propostas na referida unidade para aqueles aspectos dos multiletramentos que foram mais timidamente explorados, como forma de contribuir para que as discussões sobre a necessidade de expandirmos a prática dos multiletramentos nos contextos escolares.porUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessMultiletramentosAnálise de material didáticoPrograma de formação continuadaMultiliteraciesDidatic textbookContinuing education programCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASO conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola públicaThe concep of (multi)literacies in pedagogical activities produced for a didactic unit whithn a collaborative contiuing education program in a public schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTicks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019Pinton, Francieli Matzenbacherhttp://lattes.cnpq.br/1979338178408389Hendges, Graciela Rabuskehttp://lattes.cnpq.br/9058747002590961Sturm, Lucianehttp://lattes.cnpq.br/2133499929455953http://lattes.cnpq.br/0241105452771555Trivisiol, Vanessa Severo8002000000016001bb32a6c-2f0f-42ab-945d-59d8226dcb7e2814fc90-ac1b-4258-bd1d-f0a38b5454899a1c1753-685c-4768-a8d5-df1f23efc1ef9936c815-48a7-4827-a401-c73ba88818c35ad6aa12-2025-4683-ae8f-8529a53d97adreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública |
dc.title.alternative.eng.fl_str_mv |
The concep of (multi)literacies in pedagogical activities produced for a didactic unit whithn a collaborative contiuing education program in a public school |
title |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública |
spellingShingle |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública Trivisiol, Vanessa Severo Multiletramentos Análise de material didático Programa de formação continuada Multiliteracies Didatic textbook Continuing education program CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública |
title_full |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública |
title_fullStr |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública |
title_full_unstemmed |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública |
title_sort |
O conceito de (multi)letramentos subjacente às atividades pedagógicas produzidas para uma unidade didática em um programa de formação continuada na escola pública |
author |
Trivisiol, Vanessa Severo |
author_facet |
Trivisiol, Vanessa Severo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7272164343733019 |
dc.contributor.advisor-co1.fl_str_mv |
Pinton, Francieli Matzenbacher |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/1979338178408389 |
dc.contributor.referee1.fl_str_mv |
Hendges, Graciela Rabuske |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9058747002590961 |
dc.contributor.referee2.fl_str_mv |
Sturm, Luciane |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2133499929455953 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0241105452771555 |
dc.contributor.author.fl_str_mv |
Trivisiol, Vanessa Severo |
contributor_str_mv |
Ticks, Luciane Kirchhof Pinton, Francieli Matzenbacher Hendges, Graciela Rabuske Sturm, Luciane |
dc.subject.por.fl_str_mv |
Multiletramentos Análise de material didático Programa de formação continuada |
topic |
Multiletramentos Análise de material didático Programa de formação continuada Multiliteracies Didatic textbook Continuing education program CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Multiliteracies Didatic textbook Continuing education program |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Working with multiliteracies is approaching cultural diversity and semiotic multiplicity (ROJO, 2012). Taking that into account, this study aims to analyze to what extent the concept of (multi)literacies subsidizes the pedagogical activities of a didactic unit produced withina continuing teacher education program. This program was developed at a public school in Santa Maria (RS), through a collaborative research (MAGALHÃES, 2002). The project had as objective to enable the critical and collaborative reflection among teachers of that school, students and researchers from UFSM,aiming to discuss the (re)construction of their social practices and at the end the production of a textbook. The corpus of this investigation is composed by a didactic unit from the referred textbook referred. We take into account that the term Multiliteracies refers to two great aspects of meaning production: a) social diversity, which parts of the cultures, the reference of the student and the social context in which he/she is inserted; b) multimodality, in which multiliteracy is characterized by the use and working with the technologies, media, genres, and languages used in these contexts (KALANTZIZ, COPE, 2012, p.1).Regarding the analysis of the literacy concept underlying the activities, we identified a greater recurrence of activities that explore literacy as a cognitive process (76.3%), followed by activities that focus on critical reading (23,7%). This rhetorical organization seems to represent a cyclical process consisting of activities that explore the development of cognitive competencies which correspond, initially, to higher complex levels, preparing the students for recognition of the thematic universe of the texts and then, albeit timidly, demanding their positioning about the topic from higher and lower complex levels of critical reading capabilities.Due to this, there is a sort of a “zigzag effect" movement, in which the competencies intercalate different levels of complexity and cognitive and critical reading capabilities. In addition, the results of the analysis of how the activities instructions explore the images, we identified that the most explored metafunction is the representational (77%). The unit has a reducedoccurrence of the other metafunctions (Interactive, 13%, and Compositional, 10%). Thus, students are conducted to look ideationally at non-verbal texts, analyzing the actions, events, participants, and circumstances constituted in/by the images. Additionally, we identified, in the unit, a concern in proposing activities that perform with cultural, social and multimodal contexts in general, although we have also noticed that some activities still explore the multiliteracies in a timid and limited way. Finally, we try to propose some activities to complement the ones proposed in the unit, exploring the aspects of multiliteracies which we considered undermined, in the hope to contribute to the discussions about the need to expand the practice of multiliteracies in school contexts. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-13 |
dc.date.accessioned.fl_str_mv |
2019-10-14T18:46:27Z |
dc.date.available.fl_str_mv |
2019-10-14T18:46:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/18583 |
url |
http://repositorio.ufsm.br/handle/1/18583 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
800200000001 |
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 Artes e Letras |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Letras |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Artes e Letras |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
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Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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