“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6839 |
Resumo: | For decades, teacher training has been constituted as a field of study, awakening in researchers an eye for the impacts of the teacher’s training trajectory as a contributing factor for the teaching and learning process. Such researches have been indicating advances, setbacks, achievements, limits andpotentialities of the teaching profession, highlighting some gaps left behind over the last decades and demonstrating the insufficiency of public policies of training for the teacher who teaches Science atBasic Education - Early Years. In modern days, thinking of Science teaching instigates the teacher to reflect upon the making of scientific knowledge and their role as citizen involved in sociopolitical issues, requiring, beyond technical-pedagogical abilities, a political training. In this field of study’s literature, the movement in favor of Scientific Literacy (Alfabetização Científica - AC) stands out as active on behalf of individuals who are participatory, questioners, politically emancipated and conscious of their role in the process of societal transformation. Thus, the teacher needs to be scientifically literate to be able to instigate the AC of students. However, to think of the science teacher’s AC falls on the formative and didactic field. So, we opted for the term Didactic-ScientificLiteracy to discuss the expressions AC and the teacher’s Didactic Literacy. Aware of the importance of the training model for the development of DidacticScientific Literacy, we elaborated the research’s problem: in what way does the Training Group, anchored in the investigative approach developed along with the children’s COMQUÍMICA Project, instigate the Didactic-Scientific Literacy of the teacher who teaches Science at Basic Education - Early Years? The aim is to analyze, from the discourses by the research’s participating teachers, how well the training proposal developed by the Training Group, in partnership with the children’s COMQUÍMICA Project in 2021,promoted the Didactic-Scientific Literacy of the Science teacher from Basic Education - Early Years. For that matter, we had two objectives: to verify and analyze the limits and potentialities of the methodological procedures Pragmatic Method and Freirean Discourse Analysis as possibilities for the development of qualitative research rooted in freirean epistemology; to identify and historicize the training models for Science teachers of Basic Education - Early Years, emphasizing characteristics of the bank and dialectic training; to add discussions about the Didactic-Scientific Literacy of the Science teacher of Basic Education - Early Years; to propose and discuss the potential guidelines for the formation of training groups. For the research, we counted on 54 Science teachers of the municipality of Toledo-PR. The study was characterized by a qualitative approach, using Action research as methodology. The research corpus was built by the registration form, survey, dynamics and the teachers’ discourses during training and planning of the Research Activities.The data were analyzed by the Pragmatic Method and Freirean Discourse Analysis. With the research development, we noticed the need for Didactic-Scientific Literacy. We stress perspectives for the Natural Sciences Didactic with a freirean approach, as well as reflections surrounding the teaching training models: banking and dialectic. Furthermore, it was found that the collaborative work in group training might be structured by the investigative approach, resulting in a didactic- methodological field that would encourage the teacher to investigate their own pedagogical practice in Science teaching. The data pointed out that the children’s COMQUÍMICA Project has been mobilizing in teachers the reflexive knowledge, whose principle is tied to DidacticScientific Literacy of the Science teacher. |
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Lourdes Aparecida Della Justinahttp://lattes.cnpq.br/7845912489380006Cunha, Marcia Borin dahttp://lattes.cnpq.br/3220989633467080Justina, Lourdes Aparecida Dellahttp://lattes.cnpq.br/7845912489380006Cunha, Marcia Borin dahttp://lattes.cnpq.br/3220989633467080Strieder, Dulce Mariahttp://lattes.cnpq.br/4981747301070724Carvalho, Marco Antonio Batistahttp://lattes.cnpq.br/2049372198780600Ritter, Olga Maria Schimidthttp://lattes.cnpq.br/2302487171301508http://lattes.cnpq.br/8599178079850125Araújo, Luiz Carlos Marinho de2023-10-20T14:33:09Z2023-07-20ARAÚJO, Luiz Carlos Marinho de. “A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo. 2023. 220 f. Tese (Programa de Pós-Graduação em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.https://tede.unioeste.br/handle/tede/6839For decades, teacher training has been constituted as a field of study, awakening in researchers an eye for the impacts of the teacher’s training trajectory as a contributing factor for the teaching and learning process. Such researches have been indicating advances, setbacks, achievements, limits andpotentialities of the teaching profession, highlighting some gaps left behind over the last decades and demonstrating the insufficiency of public policies of training for the teacher who teaches Science atBasic Education - Early Years. In modern days, thinking of Science teaching instigates the teacher to reflect upon the making of scientific knowledge and their role as citizen involved in sociopolitical issues, requiring, beyond technical-pedagogical abilities, a political training. In this field of study’s literature, the movement in favor of Scientific Literacy (Alfabetização Científica - AC) stands out as active on behalf of individuals who are participatory, questioners, politically emancipated and conscious of their role in the process of societal transformation. Thus, the teacher needs to be scientifically literate to be able to instigate the AC of students. However, to think of the science teacher’s AC falls on the formative and didactic field. So, we opted for the term Didactic-ScientificLiteracy to discuss the expressions AC and the teacher’s Didactic Literacy. Aware of the importance of the training model for the development of DidacticScientific Literacy, we elaborated the research’s problem: in what way does the Training Group, anchored in the investigative approach developed along with the children’s COMQUÍMICA Project, instigate the Didactic-Scientific Literacy of the teacher who teaches Science at Basic Education - Early Years? The aim is to analyze, from the discourses by the research’s participating teachers, how well the training proposal developed by the Training Group, in partnership with the children’s COMQUÍMICA Project in 2021,promoted the Didactic-Scientific Literacy of the Science teacher from Basic Education - Early Years. For that matter, we had two objectives: to verify and analyze the limits and potentialities of the methodological procedures Pragmatic Method and Freirean Discourse Analysis as possibilities for the development of qualitative research rooted in freirean epistemology; to identify and historicize the training models for Science teachers of Basic Education - Early Years, emphasizing characteristics of the bank and dialectic training; to add discussions about the Didactic-Scientific Literacy of the Science teacher of Basic Education - Early Years; to propose and discuss the potential guidelines for the formation of training groups. For the research, we counted on 54 Science teachers of the municipality of Toledo-PR. The study was characterized by a qualitative approach, using Action research as methodology. The research corpus was built by the registration form, survey, dynamics and the teachers’ discourses during training and planning of the Research Activities.The data were analyzed by the Pragmatic Method and Freirean Discourse Analysis. With the research development, we noticed the need for Didactic-Scientific Literacy. We stress perspectives for the Natural Sciences Didactic with a freirean approach, as well as reflections surrounding the teaching training models: banking and dialectic. Furthermore, it was found that the collaborative work in group training might be structured by the investigative approach, resulting in a didactic- methodological field that would encourage the teacher to investigate their own pedagogical practice in Science teaching. The data pointed out that the children’s COMQUÍMICA Project has been mobilizing in teachers the reflexive knowledge, whose principle is tied to DidacticScientific Literacy of the Science teacher.Há décadas, a formação docente vem sendo constituída como campo de estudo, despertando nos pesquisadores um olhar acerca dos reflexos da trajetória formativa do professor enquanto fator contribuinte para o processo de ensino e aprendizagem. Tais pesquisas vêm apontando avanços, retrocessos, conquistas, limites e potencialidades da profissão de professor, evidenciando algumas lacunas deixadas ao longo das últimas décadas e demonstrando a insuficiência de políticas públicasde formação para o professor que leciona Ciências no Ensino Fundamental – Anos Iniciais. Na contemporaneidade, pensar o ensino de Ciências instiga o professor a refletir a construção do conhecimento científico e sua atuação enquanto cidadão envolvido em questões sociopolíticas, exigindo, além das habilidades técnicopedagógica, uma formação política. Na literatura desse campo de estudo, destaca-se o movimento a favor da Alfabetização Científica (AC) atuante em prol de sujeitos participativos, questionadores, emancipados politicamente e conscientes do seu papel no processo de transformação da sociedade. Logo, o professor precisa ser alfabetizado cientificamente para que consiga instigar a AC dos estudantes. Entretanto, pensar a AC do professor de Ciências recai no campo formativo e didático. Assim, optamos pelo termo Alfabetização Didático-Científica para discutirmos as expressões AC e Alfabetização Didática do professor. Cientes da importância do modelo de formação para o desenvolvimento da Alfabetização Didático-Científica, elaboramos a problemática de pesquisa: de que forma o Grupo de Formação, ancorado na abordagem investigativa desenvolvido junto ao Projeto COMQUÍMICA das crianças, instiga a Alfabetização Didático- Científica do professor que leciona Ciências do Ensino Fundamental – Anos Iniciais? Objetiva-se analisar, a partir dos discursos dos professores participantes da pesquisa, o quanto a proposta formativa desenvolvida pelo Grupo de Formação, em parceria com o Projeto COMQUÍMICA das crianças em 2021, promoveu a Alfabetização Didático-Científica do professor de Ciências do Ensino Fundamental – Anos Iniciais. Nesse sentido, tínhamos como objetivos: verificar e analisar os limites e as potencialidades dos procedimentos metodológicos Método Pragmático e Análise do Discurso Freireano como possibilidades para o desenvolvimento de pesquisa qualitativa ancorada na epistemologia freireana; identificar e historicizar os modelos de formação para professores de Ciências do Ensino Fundamental – Anos Iniciais, destacando-se características da formação bancária e dialética; inserir discussões acerca da Alfabetização Didático-Científica do professor de Ciências do Ensino Fundamental – Anos Iniciais; propor e discutir possíveis diretrizes norteadoras para a constituição degrupos formativos. Para a pesquisa, contamos com 54 professores de Ciências do município de Toledo-PR. O estudo caracterizou-se de abordagem qualitativa, usando a Investigação-ação como metodologia. O corpus da pesquisa foi construído pela ficha de inscrição, questionário, dinâmica e os discursos dos professores durante a formação e no planejamento das Atividades Investigativas. Os dados foram analisados pelo Método Pragmático e pela Análise do Discurso Freireano. Com o desenvolvimento da pesquisa, percebemos a necessidade da Alfabetização DidáticoCientífica. Destacamos perspectivas para a Didática das Ciências da Natureza com viés freireano, bem como reflexões acerca dos modelos de formação docente: bancário e dialético. Além disso, constatou-se as possibilidades de o trabalho colaborativo nas formações em grupo estar estruturado pela abordagem investigativa, formando um campo didático-metodológico que incentive o professor a investigar a própria prática pedagógica no ensino de Ciências. Os dados apontaram que o Projeto COMQUÍMICA das crianças tem mobilizado nos professores o saber reflexivo, cujo princípio está atrelado à Alfabetização Didático-Científica do professor de Ciências.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2023-10-20T14:33:09Z No. of bitstreams: 1 Luiz_Araújo2023.pdf: 3695241 bytes, checksum: 63a654c4d00a8efa513ab87b962bda19 (MD5)Made available in DSpace on 2023-10-20T14:33:09Z (GMT). No. of bitstreams: 1 Luiz_Araújo2023.pdf: 3695241 bytes, checksum: 63a654c4d00a8efa513ab87b962bda19 (MD5) Previous issue date: 2023-07-20application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em Educação em Ciências e Educação MatemáticaUNIOESTEBrasilCentro de Ciências Exatas e Tecnológicashttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação de professoresGrupo de FormaçãoDidática das Ciências da NaturezaAlfabetização CientíficaPaulo FreireTeacher trainingTraining GroupNatural Sciences DidacticScientific LiteracyPauloFreireEducação em Ciências e Educação Mateática“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo"This was the kind of training we needed..." the DidacticScientific Literacy of the Science teacher at Basic Education - Early Years mobilized by the group in traininginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-32595992254177029036006002214374442868382015reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALLuiz_Araújo2023.pdfLuiz_Araújo2023.pdfapplication/pdf3695241http://tede.unioeste.br:8080/tede/bitstream/tede/6839/2/Luiz_Ara%C3%BAjo2023.pdf63a654c4d00a8efa513ab87b962bda19MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/6839/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/68392023-11-01 09:51:20.889oai:tede.unioeste.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2023-11-01T12:51:20Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo |
dc.title.alternative.eng.fl_str_mv |
"This was the kind of training we needed..." the DidacticScientific Literacy of the Science teacher at Basic Education - Early Years mobilized by the group in training |
title |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo |
spellingShingle |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo Araújo, Luiz Carlos Marinho de Formação de professores Grupo de Formação Didática das Ciências da Natureza Alfabetização Científica Paulo Freire Teacher training Training Group Natural Sciences Didactic Scientific Literacy PauloFreire Educação em Ciências e Educação Mateática |
title_short |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo |
title_full |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo |
title_fullStr |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo |
title_full_unstemmed |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo |
title_sort |
“A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo |
author |
Araújo, Luiz Carlos Marinho de |
author_facet |
Araújo, Luiz Carlos Marinho de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lourdes Aparecida Della Justina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7845912489380006 |
dc.contributor.advisor-co1.fl_str_mv |
Cunha, Marcia Borin da |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/3220989633467080 |
dc.contributor.referee1.fl_str_mv |
Justina, Lourdes Aparecida Della |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7845912489380006 |
dc.contributor.referee2.fl_str_mv |
Cunha, Marcia Borin da |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3220989633467080 |
dc.contributor.referee3.fl_str_mv |
Strieder, Dulce Maria |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4981747301070724 |
dc.contributor.referee4.fl_str_mv |
Carvalho, Marco Antonio Batista |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2049372198780600 |
dc.contributor.referee5.fl_str_mv |
Ritter, Olga Maria Schimidt |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/2302487171301508 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8599178079850125 |
dc.contributor.author.fl_str_mv |
Araújo, Luiz Carlos Marinho de |
contributor_str_mv |
Lourdes Aparecida Della Justina Cunha, Marcia Borin da Justina, Lourdes Aparecida Della Cunha, Marcia Borin da Strieder, Dulce Maria Carvalho, Marco Antonio Batista Ritter, Olga Maria Schimidt |
dc.subject.por.fl_str_mv |
Formação de professores Grupo de Formação Didática das Ciências da Natureza Alfabetização Científica Paulo Freire |
topic |
Formação de professores Grupo de Formação Didática das Ciências da Natureza Alfabetização Científica Paulo Freire Teacher training Training Group Natural Sciences Didactic Scientific Literacy PauloFreire Educação em Ciências e Educação Mateática |
dc.subject.eng.fl_str_mv |
Teacher training Training Group Natural Sciences Didactic Scientific Literacy PauloFreire |
dc.subject.cnpq.fl_str_mv |
Educação em Ciências e Educação Mateática |
description |
For decades, teacher training has been constituted as a field of study, awakening in researchers an eye for the impacts of the teacher’s training trajectory as a contributing factor for the teaching and learning process. Such researches have been indicating advances, setbacks, achievements, limits andpotentialities of the teaching profession, highlighting some gaps left behind over the last decades and demonstrating the insufficiency of public policies of training for the teacher who teaches Science atBasic Education - Early Years. In modern days, thinking of Science teaching instigates the teacher to reflect upon the making of scientific knowledge and their role as citizen involved in sociopolitical issues, requiring, beyond technical-pedagogical abilities, a political training. In this field of study’s literature, the movement in favor of Scientific Literacy (Alfabetização Científica - AC) stands out as active on behalf of individuals who are participatory, questioners, politically emancipated and conscious of their role in the process of societal transformation. Thus, the teacher needs to be scientifically literate to be able to instigate the AC of students. However, to think of the science teacher’s AC falls on the formative and didactic field. So, we opted for the term Didactic-ScientificLiteracy to discuss the expressions AC and the teacher’s Didactic Literacy. Aware of the importance of the training model for the development of DidacticScientific Literacy, we elaborated the research’s problem: in what way does the Training Group, anchored in the investigative approach developed along with the children’s COMQUÍMICA Project, instigate the Didactic-Scientific Literacy of the teacher who teaches Science at Basic Education - Early Years? The aim is to analyze, from the discourses by the research’s participating teachers, how well the training proposal developed by the Training Group, in partnership with the children’s COMQUÍMICA Project in 2021,promoted the Didactic-Scientific Literacy of the Science teacher from Basic Education - Early Years. For that matter, we had two objectives: to verify and analyze the limits and potentialities of the methodological procedures Pragmatic Method and Freirean Discourse Analysis as possibilities for the development of qualitative research rooted in freirean epistemology; to identify and historicize the training models for Science teachers of Basic Education - Early Years, emphasizing characteristics of the bank and dialectic training; to add discussions about the Didactic-Scientific Literacy of the Science teacher of Basic Education - Early Years; to propose and discuss the potential guidelines for the formation of training groups. For the research, we counted on 54 Science teachers of the municipality of Toledo-PR. The study was characterized by a qualitative approach, using Action research as methodology. The research corpus was built by the registration form, survey, dynamics and the teachers’ discourses during training and planning of the Research Activities.The data were analyzed by the Pragmatic Method and Freirean Discourse Analysis. With the research development, we noticed the need for Didactic-Scientific Literacy. We stress perspectives for the Natural Sciences Didactic with a freirean approach, as well as reflections surrounding the teaching training models: banking and dialectic. Furthermore, it was found that the collaborative work in group training might be structured by the investigative approach, resulting in a didactic- methodological field that would encourage the teacher to investigate their own pedagogical practice in Science teaching. The data pointed out that the children’s COMQUÍMICA Project has been mobilizing in teachers the reflexive knowledge, whose principle is tied to DidacticScientific Literacy of the Science teacher. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-20T14:33:09Z |
dc.date.issued.fl_str_mv |
2023-07-20 |
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 |
ARAÚJO, Luiz Carlos Marinho de. “A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo. 2023. 220 f. Tese (Programa de Pós-Graduação em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6839 |
identifier_str_mv |
ARAÚJO, Luiz Carlos Marinho de. “A gente precisava era de uma formação assim...” A alfabetização didático-científica do professor de ciências do ensino fundamental - anos iniciais mobilizada pela formação em grupo. 2023. 220 f. Tese (Programa de Pós-Graduação em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
url |
https://tede.unioeste.br/handle/tede/6839 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-3259599225417702903 |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.department.fl_str_mv |
2214374442868382015 |
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 Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências e Educação Matemática |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Exatas e Tecnológicas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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UNIOESTE |
institution |
UNIOESTE |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
collection |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
bitstream.url.fl_str_mv |
http://tede.unioeste.br:8080/tede/bitstream/tede/6839/2/Luiz_Ara%C3%BAjo2023.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/6839/1/license.txt |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
_version_ |
1801124599134420992 |