Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/27780 |
Resumo: | This research is linked to the Graduate Program in Education, Doctoral Course in Education, inserted in the Research Line Educational Public Policies, Educational Practices and their Interfaces, of the Federal University of Santa Maria (UFSM). The guiding problem was: how the activities and productions in collaboration in the Supervised Teaching Internship contribute to the construction of the critical conscience of the teacher in training? The general objective was: to investigate the manifestation of critical awareness in the activities and collaborative productions of the Supervised Teaching Internship disciplines, carried out by teachers in training, to evaluate the contributions of these activities and internship productions with regard to the effective development of training and critical theoretical production of the intern student. The theoretical foundation is supported by the specialized literature on: critical awareness (VIEIRA PINTO, 1959; 1960a; 1960b; 1979; 1982; FREIRE, 1980; 1984; 1996), teaching knowledge (TARDIF, 2014), theoretical knowledge and study activity (DAVIDOV, 1988; 1999; ALBERTI, 2011), Supervised Teaching Internship and critical theoretical production at ESE (PIMENTA, 2012; PIMENTA; LIMA, 2017). This is a qualitative research, developed from the methodological guidelines of Research-Action, using as tools to enable the analysis of the data an investigation matrix (responsible for generating the indicators: critical reflection of reality (indicator A), knowledge of the professional training (indicator B) and production of theoretical knowledge (indicator C)), the content analysis proposed by Bardin (2011) and the commercial software Atlas.ti. The specific context of the investigation is the ESE III subject of the Teacher Training for Professional Education course, within the scope of the UFSM Special Graduation Program (PEG). The subjects participating in the research are eight (8) student-interns, one (1) teacher-supervisor of the internship and the researcher. We used documents produced by students (planning and class reports, critical analysis and internship reports) and documents produced by the researcher (field diary and video recordings of the meetings) as data sources. From the corpus of 117 documents produced by intern students during the implementation of collaborative study activities developed in the course, 16 documents were analyzed for planning and reporting of classes, 8 for critical analysis and 8 internship reports. As the main results of the study, we highlight: 1) on the occurrence of indicators A, B and C in the analyzed documents: Indicator A: we verified the accomplishment of a consistent critical reflection of reality, occurrence of production of theoretical knowledge adequate to the purpose of the activities. Indicator B: we verified an intense occurrence of knowledge of professional training, expressed especially by the presence of codes B1, B4 and B5. Indicator C: although with differences and variances of emphasis and intensity, we evidenced in the productions a balance between the indicator codes. This indicates the existence of significant production of theoretical knowledge in the documents considered. 2) as they create opportunities for the development of Transversal Skills in ICT (information, communication, production and security), we believe that the collaborative study activities (synchronous and asynchronous) developed constitute significant contributions to teacher training and can be configured as pedagogical actions molds with potential for educational innovation within the scope of ESE subjects in initial teacher training courses, provided they are replicated with the attention and care employed in this study. 3) by providing the critical reflection of reality, the formation of specific knowledge of teaching and the production of theoretical knowledge, the activities and collaborative productions developed in the ESE III discipline creating material conditions, situations and favorable opportunities to develop: research, dialogue, sharing experiences; the understanding of the specific space of action of the teacher and the challenges that the career will offer; the planning, implementation, reporting and network critical analysis of teaching actions (performed synchronously and asynchronously); study and analytical reflection on the different factors and knowledge involved in the implementation of teaching practice; proposition of new teaching strategies and practices with the intention of qualifying the future educational work to be performed. Based on the results of the analysis, we concluded the following: it was because of the development of analytical capacity on pedagogical praxis, operationalized, generated through interactions (reflections, dialogues, analyses, sharing of experiences) and productions carried out during the activities of collaborative study in a network, which made it possible to detect the manifestation, evolution and improvement of specific characteristics of consciousness in the critical state in the writings of the research subjects. Therefore, the training results achieved with regard to the effective development of consciousness in the critical state, manifest in the productions, are a direct consequence of the pedagogical actions proposed and carried out. |
id |
UFSM_c4880f9baf333ce87a42bd9942ab458b |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/27780 |
network_acronym_str |
UFSM |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
repository_id_str |
|
spelling |
2023-02-10T13:13:36Z2023-02-10T13:13:36Z2022-12-14http://repositorio.ufsm.br/handle/1/27780This research is linked to the Graduate Program in Education, Doctoral Course in Education, inserted in the Research Line Educational Public Policies, Educational Practices and their Interfaces, of the Federal University of Santa Maria (UFSM). The guiding problem was: how the activities and productions in collaboration in the Supervised Teaching Internship contribute to the construction of the critical conscience of the teacher in training? The general objective was: to investigate the manifestation of critical awareness in the activities and collaborative productions of the Supervised Teaching Internship disciplines, carried out by teachers in training, to evaluate the contributions of these activities and internship productions with regard to the effective development of training and critical theoretical production of the intern student. The theoretical foundation is supported by the specialized literature on: critical awareness (VIEIRA PINTO, 1959; 1960a; 1960b; 1979; 1982; FREIRE, 1980; 1984; 1996), teaching knowledge (TARDIF, 2014), theoretical knowledge and study activity (DAVIDOV, 1988; 1999; ALBERTI, 2011), Supervised Teaching Internship and critical theoretical production at ESE (PIMENTA, 2012; PIMENTA; LIMA, 2017). This is a qualitative research, developed from the methodological guidelines of Research-Action, using as tools to enable the analysis of the data an investigation matrix (responsible for generating the indicators: critical reflection of reality (indicator A), knowledge of the professional training (indicator B) and production of theoretical knowledge (indicator C)), the content analysis proposed by Bardin (2011) and the commercial software Atlas.ti. The specific context of the investigation is the ESE III subject of the Teacher Training for Professional Education course, within the scope of the UFSM Special Graduation Program (PEG). The subjects participating in the research are eight (8) student-interns, one (1) teacher-supervisor of the internship and the researcher. We used documents produced by students (planning and class reports, critical analysis and internship reports) and documents produced by the researcher (field diary and video recordings of the meetings) as data sources. From the corpus of 117 documents produced by intern students during the implementation of collaborative study activities developed in the course, 16 documents were analyzed for planning and reporting of classes, 8 for critical analysis and 8 internship reports. As the main results of the study, we highlight: 1) on the occurrence of indicators A, B and C in the analyzed documents: Indicator A: we verified the accomplishment of a consistent critical reflection of reality, occurrence of production of theoretical knowledge adequate to the purpose of the activities. Indicator B: we verified an intense occurrence of knowledge of professional training, expressed especially by the presence of codes B1, B4 and B5. Indicator C: although with differences and variances of emphasis and intensity, we evidenced in the productions a balance between the indicator codes. This indicates the existence of significant production of theoretical knowledge in the documents considered. 2) as they create opportunities for the development of Transversal Skills in ICT (information, communication, production and security), we believe that the collaborative study activities (synchronous and asynchronous) developed constitute significant contributions to teacher training and can be configured as pedagogical actions molds with potential for educational innovation within the scope of ESE subjects in initial teacher training courses, provided they are replicated with the attention and care employed in this study. 3) by providing the critical reflection of reality, the formation of specific knowledge of teaching and the production of theoretical knowledge, the activities and collaborative productions developed in the ESE III discipline creating material conditions, situations and favorable opportunities to develop: research, dialogue, sharing experiences; the understanding of the specific space of action of the teacher and the challenges that the career will offer; the planning, implementation, reporting and network critical analysis of teaching actions (performed synchronously and asynchronously); study and analytical reflection on the different factors and knowledge involved in the implementation of teaching practice; proposition of new teaching strategies and practices with the intention of qualifying the future educational work to be performed. Based on the results of the analysis, we concluded the following: it was because of the development of analytical capacity on pedagogical praxis, operationalized, generated through interactions (reflections, dialogues, analyses, sharing of experiences) and productions carried out during the activities of collaborative study in a network, which made it possible to detect the manifestation, evolution and improvement of specific characteristics of consciousness in the critical state in the writings of the research subjects. Therefore, the training results achieved with regard to the effective development of consciousness in the critical state, manifest in the productions, are a direct consequence of the pedagogical actions proposed and carried out.Esta pesquisa está vinculada ao Programa de Pós-Graduação em Educação, Curso de Doutorado em Educação, inserido na Linha de Pesquisa Políticas Públicas Educacionais, Práticas Educativas e suas Interfaces, da Universidade Federal de Santa Maria (UFSM). O problema orientador foi: como as atividades e produções em colaboração no Estágio Supervisionado de Ensino contribuem para a construção da consciência crítica do docente em formação? O objetivo geral foi: investigar a manifestação da consciência crítica nas atividades e produções colaborativas das disciplinas de Estágio Supervisionado de Ensino, realizadas pelos docentes em formação, para avaliação das contribuições dessas atividades e produções de estágio no que se refere ao efetivo desenvolvimento da formação e produção teórica crítica do estudante-estagiário. A fundamentação teórica está apoiada na literatura especializada sobre: consciência crítica (VIEIRA PINTO, 1959; 1960a; 1960b; 1979; 1982; FREIRE, 1980; 1984; 1996), saberes docentes (TARDIF, 2014), conhecimento teórico e atividade de estudo (DAVIDOV, 1988; 1999; ALBERTI, 2011), Estágio Supervisionado de Ensino e produção teórica crítica no ESE (PIMENTA, 2012; PIMENTA; LIMA, 2017). Trata-se de uma pesquisa qualitativa, desenvolvida a partir das orientações metodológicas da Pesquisa-Ação, utilizando como ferramentas para viabilizar a análise dos dados uma matriz de investigação (responsável por gerar os indicadores: reflexão crítica da realidade (indicador A), saberes da formação profissional (indicador B) e produção do conhecimento teórico (indicador C)), a análise de conteúdo proposta por Bardin (2011) e o software comercial Atlas.ti. O contexto específico da investigação é a disciplina de ESE III do curso de Formação de Professores para Educação Profissional, no âmbito do Programa Especial de Graduação (PEG), da UFSM. Os sujeitos participantes da pesquisa são oito (8) estudantes-estagiários, uma (1) professora-orientadora de estágio e o pesquisador. Utilizamos como fonte de dados documentos produzidos pelos estudantes (planejamentos e relatos de aula, análise crítica e relatórios de estágio) e documentos produzidos pelo pesquisador (diário de campo e gravações em vídeo dos encontros). Do corpus de 117 documentos produzidos pelos estudantes-estagiários durante a implementação das atividades de estudo colaborativas desenvolvidas na disciplina, foram analisados 16 documentos destinados ao planejamento e relato das aulas, 8 destinados à análise crítica e 8 relatórios de estágio. Como principais resultados do estudo, destacamos: 1) sobre a ocorrência dos indicadores A, B e C nos documentos analisados: Indicador A: constatamos a realização de consistente reflexão crítica da realidade, ocorrência de produção de conhecimento teórico adequado ao propósito das atividades. Indicador B: verificamos intensa ocorrência de saberes da formação profissional, expressos especialmente pela presença dos códigos B1, B4 e B5. Indicador C: embora com diferenças e variâncias de ênfase e intensidade, evidenciamos nas produções um equilíbrio entre os códigos indicadores. Isto indica a existência de produção significativa do conhecimento teórico nos documentos considerados. 2) na medida que criam oportunidades para o desenvolvimento das Competências Transversais em TIC (informação, comunicação, produção e segurança), acreditamos que as atividades de estudo colaborativas (síncronas e assíncronas) desenvolvidas constituem contributos significativos à formação docente e podem configurar como ações pedagógicas moldares com potencial de inovação educacional no âmbito das disciplinas de ESE em cursos de formação inicial de professores, desde que replicadas com a atenção e os cuidados empregados neste estudo. 3) ao propiciar a reflexão crítica da realidade, a formação de saberes específicos da docência e a produção do conhecimento teórico, as atividades e produções em colaboração desenvolvidas na disciplina ESE III contribuem criando condições materiais, situações e oportunidades favoráveis para desenvolverem: a investigação, o diálogo, o compartilhamento de experiências; o entendimento do espaço específico de atuação do professor e os desafios que a carreira oferecerá; o planejamento, a implementação, o relato e a análise crítica em rede das ações de ensino (realizadas de forma síncrona e assíncrona); estudo e reflexão analítica sobre os diferentes fatores e conhecimentos envolvidos na efetivação da práxis docente; proposição de novas estratégias e práticas de ensino na intenção de qualificar o futuro trabalho educativo a ser executado. Com base nos resultados da análise, concluímos o seguinte: foi por causa do desenvolvimento da capacidade analítica sobre a práxis pedagógica, operacionalizado, gerado por meio das interações (reflexões, diálogos, análises, compartilhamento de experiências) e produções realizadas durante as atividades de estudo colaborativas em rede, que tornou-se possível detectar a manifestação, evolução e aperfeiçoamento de características específicas da consciência no estado crítico nos escritos dos sujeitos da pesquisa. Logo, os resultados formativos alcançados no que concerne ao efetivo desenvolvimento da consciência no estado crítico, manifestos nas produções, são consequência direta das ações pedagógicas propostas e executadas.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/openAccessEstágio supervisionado de ensinoConsciência críticaSaberes docentesProdução do conhecimento teóricoPráxisSupervised teaching internshipCritical consciousnessTeaching knowledgeProduction of theoretical knowledgePraxisCNPQ::CIENCIAS HUMANAS::EDUCACAOInvestigação acerca da manifestação da consciência crítica no estágio supervisionado de ensinoInvestigating the manifestation of critical consciousness in the supervised stage of teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisAbegg, Ilsehttp://lattes.cnpq.br/5450252602273986Rela, ElianaTomazetti, Elisete MedianeiraCosta, Isabel Marinho daRocha, Karla Marques dahttp://lattes.cnpq.br/9224384618908400Hanauer, Marcelo José7008000000066006006006006006006004960d9d1-a0b1-41f9-aed4-63bc343992950100f3a9-b97b-4a99-a648-62f802195de7967d0ccf-f3d7-4cdd-afc9-0b488175a9ee84ae3e4d-2d0f-470a-93fc-f88bc591842032139caa-dccd-460d-81bc-cc7e7fd37367728990ab-c8fd-4811-bd40-413b092e5030reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/27780/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/27780/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALTES_PPGEDUCACAO_2022_HANAUER_MARCELO.pdfTES_PPGEDUCACAO_2022_HANAUER_MARCELO.pdfTese de Doutoradoapplication/pdf5934450http://repositorio.ufsm.br/bitstream/1/27780/1/TES_PPGEDUCACAO_2022_HANAUER_MARCELO.pdfa8502f5037e09bb216b9f6d6e6b74474MD511/277802023-02-10 10:13:36.532oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-02-10T13:13:36Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino |
dc.title.alternative.eng.fl_str_mv |
Investigating the manifestation of critical consciousness in the supervised stage of teaching |
title |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino |
spellingShingle |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino Hanauer, Marcelo José Estágio supervisionado de ensino Consciência crítica Saberes docentes Produção do conhecimento teórico Práxis Supervised teaching internship Critical consciousness Teaching knowledge Production of theoretical knowledge Praxis CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino |
title_full |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino |
title_fullStr |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino |
title_full_unstemmed |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino |
title_sort |
Investigação acerca da manifestação da consciência crítica no estágio supervisionado de ensino |
author |
Hanauer, Marcelo José |
author_facet |
Hanauer, Marcelo José |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Abegg, Ilse |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5450252602273986 |
dc.contributor.referee1.fl_str_mv |
Rela, Eliana |
dc.contributor.referee2.fl_str_mv |
Tomazetti, Elisete Medianeira |
dc.contributor.referee3.fl_str_mv |
Costa, Isabel Marinho da |
dc.contributor.referee4.fl_str_mv |
Rocha, Karla Marques da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9224384618908400 |
dc.contributor.author.fl_str_mv |
Hanauer, Marcelo José |
contributor_str_mv |
Abegg, Ilse Rela, Eliana Tomazetti, Elisete Medianeira Costa, Isabel Marinho da Rocha, Karla Marques da |
dc.subject.por.fl_str_mv |
Estágio supervisionado de ensino Consciência crítica Saberes docentes Produção do conhecimento teórico Práxis |
topic |
Estágio supervisionado de ensino Consciência crítica Saberes docentes Produção do conhecimento teórico Práxis Supervised teaching internship Critical consciousness Teaching knowledge Production of theoretical knowledge Praxis CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Supervised teaching internship Critical consciousness Teaching knowledge Production of theoretical knowledge Praxis |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research is linked to the Graduate Program in Education, Doctoral Course in Education, inserted in the Research Line Educational Public Policies, Educational Practices and their Interfaces, of the Federal University of Santa Maria (UFSM). The guiding problem was: how the activities and productions in collaboration in the Supervised Teaching Internship contribute to the construction of the critical conscience of the teacher in training? The general objective was: to investigate the manifestation of critical awareness in the activities and collaborative productions of the Supervised Teaching Internship disciplines, carried out by teachers in training, to evaluate the contributions of these activities and internship productions with regard to the effective development of training and critical theoretical production of the intern student. The theoretical foundation is supported by the specialized literature on: critical awareness (VIEIRA PINTO, 1959; 1960a; 1960b; 1979; 1982; FREIRE, 1980; 1984; 1996), teaching knowledge (TARDIF, 2014), theoretical knowledge and study activity (DAVIDOV, 1988; 1999; ALBERTI, 2011), Supervised Teaching Internship and critical theoretical production at ESE (PIMENTA, 2012; PIMENTA; LIMA, 2017). This is a qualitative research, developed from the methodological guidelines of Research-Action, using as tools to enable the analysis of the data an investigation matrix (responsible for generating the indicators: critical reflection of reality (indicator A), knowledge of the professional training (indicator B) and production of theoretical knowledge (indicator C)), the content analysis proposed by Bardin (2011) and the commercial software Atlas.ti. The specific context of the investigation is the ESE III subject of the Teacher Training for Professional Education course, within the scope of the UFSM Special Graduation Program (PEG). The subjects participating in the research are eight (8) student-interns, one (1) teacher-supervisor of the internship and the researcher. We used documents produced by students (planning and class reports, critical analysis and internship reports) and documents produced by the researcher (field diary and video recordings of the meetings) as data sources. From the corpus of 117 documents produced by intern students during the implementation of collaborative study activities developed in the course, 16 documents were analyzed for planning and reporting of classes, 8 for critical analysis and 8 internship reports. As the main results of the study, we highlight: 1) on the occurrence of indicators A, B and C in the analyzed documents: Indicator A: we verified the accomplishment of a consistent critical reflection of reality, occurrence of production of theoretical knowledge adequate to the purpose of the activities. Indicator B: we verified an intense occurrence of knowledge of professional training, expressed especially by the presence of codes B1, B4 and B5. Indicator C: although with differences and variances of emphasis and intensity, we evidenced in the productions a balance between the indicator codes. This indicates the existence of significant production of theoretical knowledge in the documents considered. 2) as they create opportunities for the development of Transversal Skills in ICT (information, communication, production and security), we believe that the collaborative study activities (synchronous and asynchronous) developed constitute significant contributions to teacher training and can be configured as pedagogical actions molds with potential for educational innovation within the scope of ESE subjects in initial teacher training courses, provided they are replicated with the attention and care employed in this study. 3) by providing the critical reflection of reality, the formation of specific knowledge of teaching and the production of theoretical knowledge, the activities and collaborative productions developed in the ESE III discipline creating material conditions, situations and favorable opportunities to develop: research, dialogue, sharing experiences; the understanding of the specific space of action of the teacher and the challenges that the career will offer; the planning, implementation, reporting and network critical analysis of teaching actions (performed synchronously and asynchronously); study and analytical reflection on the different factors and knowledge involved in the implementation of teaching practice; proposition of new teaching strategies and practices with the intention of qualifying the future educational work to be performed. Based on the results of the analysis, we concluded the following: it was because of the development of analytical capacity on pedagogical praxis, operationalized, generated through interactions (reflections, dialogues, analyses, sharing of experiences) and productions carried out during the activities of collaborative study in a network, which made it possible to detect the manifestation, evolution and improvement of specific characteristics of consciousness in the critical state in the writings of the research subjects. Therefore, the training results achieved with regard to the effective development of consciousness in the critical state, manifest in the productions, are a direct consequence of the pedagogical actions proposed and carried out. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-14 |
dc.date.accessioned.fl_str_mv |
2023-02-10T13:13:36Z |
dc.date.available.fl_str_mv |
2023-02-10T13:13:36Z |
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/1/27780 |
url |
http://repositorio.ufsm.br/handle/1/27780 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 600 600 |
dc.relation.authority.fl_str_mv |
4960d9d1-a0b1-41f9-aed4-63bc34399295 0100f3a9-b97b-4a99-a648-62f802195de7 967d0ccf-f3d7-4cdd-afc9-0b488175a9ee 84ae3e4d-2d0f-470a-93fc-f88bc5918420 32139caa-dccd-460d-81bc-cc7e7fd37367 728990ab-c8fd-4811-bd40-413b092e5030 |
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) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/27780/2/license_rdf http://repositorio.ufsm.br/bitstream/1/27780/3/license.txt http://repositorio.ufsm.br/bitstream/1/27780/1/TES_PPGEDUCACAO_2022_HANAUER_MARCELO.pdf |
bitstream.checksum.fl_str_mv |
4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df a8502f5037e09bb216b9f6d6e6b74474 |
bitstream.checksumAlgorithm.fl_str_mv |
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 |
_version_ |
1791086173668507648 |