Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE)
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5352 |
Resumo: | This study aimed to investigate how undergraduate students getting a teaching degree in biological sciences approach the concept of cell; for this purpose, the Educational Reconstruction Model (ERM) was used. The concept under consideration is abstract and has undergone extensive discussion in the field of biology, either due to its relevance for understanding the formation of life, or through the challenge of approaching it in the classroom. In the biological sciences, proposals such as the ERM are promising for the process of teaching and learning, and seek to change the construction of such concepts. From an epistemological standpoint the model is constructivist. It considers the view of research by design and a three-step methodological structure 1 - Content Structure Analysis (CSA) and Analysis of Educational Meaning (AEM); 2 - Empirical Research (ER); and 3 - Construction of Instruction (CI). Together these steps provided the study’s didactic setting, through the Teaching and Learning Sequence (TLS). The TLS was developed in the campus of the Federal University of Pernambuco (UFPE), Academic Center of Vitória (CAV), with undergraduates from the 7th semester of the Biological Sciences course. Step 1 was designed using high school and university textbooks, the biology literature and considerations from interviewees. This step revealed that the concept of cell had a historical approach, morphophysiological aspects and a social-scientific character, which included images. Step 2 was carried out following the perspective of scientific references and of interviewees; barriers in conceptual learning were approached and obstacles of a conceptual, relational, procedural and dimensional order were reported. These two steps raised the elements to collaborate with Step 3, which – together with Méheut’s Integrated Constructivist Approach – guided the formation of the study’s educational setting. The TLS on the concept of cell was performed in six moments and dealt with the preconceptions of students, cell historicity, the identification of groups, morphophysiology recognition, the use of images and contemporary themes. Based on the description of the sequence we find that it is possible to apply the proposed instructional process, despite its length. Its structured activities covered aspects of ERM steps 1 and 2, with varying intensity. The best contemplated both in terms of the number of activities and in their relevance, while the other phase was covered a more superficial manner. The ERM provides significant theoretical and methodological support for research in science education in the realm of concept construction. It proved to be a well-structured framework, while at the same time flexible for the development of teaching and learning, either by targeting the design of the instructional process aimed at scientific concepts, to developing instructional training processes. |
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FERREIRA, Helaine SiviniLEÃO, Ana Maria dos Anjos CarneiroCRUZ, Magna do Carmo SilvaROCHA, Marília de FrançaJÓFILI, Zélia Maria Soareshttp://lattes.cnpq.br/7874863774346301NEVES, Ricardo Ferreira das2016-08-16T14:16:50Z2015-08-03NEVES, Ricardo Ferreira das. Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE). 2015. 264 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5352This study aimed to investigate how undergraduate students getting a teaching degree in biological sciences approach the concept of cell; for this purpose, the Educational Reconstruction Model (ERM) was used. The concept under consideration is abstract and has undergone extensive discussion in the field of biology, either due to its relevance for understanding the formation of life, or through the challenge of approaching it in the classroom. In the biological sciences, proposals such as the ERM are promising for the process of teaching and learning, and seek to change the construction of such concepts. From an epistemological standpoint the model is constructivist. It considers the view of research by design and a three-step methodological structure 1 - Content Structure Analysis (CSA) and Analysis of Educational Meaning (AEM); 2 - Empirical Research (ER); and 3 - Construction of Instruction (CI). Together these steps provided the study’s didactic setting, through the Teaching and Learning Sequence (TLS). The TLS was developed in the campus of the Federal University of Pernambuco (UFPE), Academic Center of Vitória (CAV), with undergraduates from the 7th semester of the Biological Sciences course. Step 1 was designed using high school and university textbooks, the biology literature and considerations from interviewees. This step revealed that the concept of cell had a historical approach, morphophysiological aspects and a social-scientific character, which included images. Step 2 was carried out following the perspective of scientific references and of interviewees; barriers in conceptual learning were approached and obstacles of a conceptual, relational, procedural and dimensional order were reported. These two steps raised the elements to collaborate with Step 3, which – together with Méheut’s Integrated Constructivist Approach – guided the formation of the study’s educational setting. The TLS on the concept of cell was performed in six moments and dealt with the preconceptions of students, cell historicity, the identification of groups, morphophysiology recognition, the use of images and contemporary themes. Based on the description of the sequence we find that it is possible to apply the proposed instructional process, despite its length. Its structured activities covered aspects of ERM steps 1 and 2, with varying intensity. The best contemplated both in terms of the number of activities and in their relevance, while the other phase was covered a more superficial manner. The ERM provides significant theoretical and methodological support for research in science education in the realm of concept construction. It proved to be a well-structured framework, while at the same time flexible for the development of teaching and learning, either by targeting the design of the instructional process aimed at scientific concepts, to developing instructional training processes.A pesquisa teve como objetivo investigar a abordagem do conceito de célula com licenciandos em Ciências Biológicas, mediante a utilização do Modelo de Reconstrução Educacional (MRE). O conceito em estudo é abstrato e já passou por extensas discussões na área da Biologia, seja por sua relevância para a compreensão da formação da vida, seja pelo desafio de abordá-lo em sala de aula.Nas Ciências Biológicas, propostas como o MRE são promissoras no processo de ensino-aprendizagem, visando mudanças na construção de conceitos desse tipo. Epistemologicamente o modelo se apresenta como construtivista. Considera a ótica da investigação por design e uma estruturação metodológica em três etapas: 1 - Análise da Estrutura do Conteúdo (AEC) e Análise do Significado Educacional (ASE); 2 - Investigações Empíricas (IE); e 3 - Construção da Instrução (CI). Reunidas, estas etapas formaram o cenário didático da pesquisa, por meio da Sequência de Ensino Aprendizagem (SEA). A SEA foi desenvolvida no campus da Universidade Federal de Pernambuco (UFPE), Centro Acadêmico de Vitória (CAV), com licenciandos do 7º período de Ciências Biológicas. A Etapa 1 foi delineada a partir de livros do Ensino Médio e Superior, a literatura da Biologia e considerações dos entrevistados. Esta etapa revelou que o conceito de célula possuía uma abordagem histórica, com aspectos morfofisiológicos e de caráter sócio-científicos, o que incluía imagens. A Etapa 2 foi realizada seguindo a perspectiva de referenciais científicos e dos entrevistados; as barreiras na aprendizagem conceitual foram abordadas e os obstáculos de ordem conceitual, relacional, processual e dimensional foram relatados. Essas duas etapas suscitaram os elementos para colaborar com a Etapa 3 que, juntamente com a Abordagem Construtivista Integrada de Mehéut, balizaram a formação do cenário didático da pesquisa. A SEA sobre o conceito de célula foi realizada em seis momentos, e versou sobre as concepções prévias dos estudantes, a historicidade celular, a identificação dos grupos, o reconhecimento da morfofisiologia, o uso de imagens e temas contemporâneos. A partir da descrição da sequência verificamos que o processo instrucional proposto é passível de execução, apesar de ser bastante extenso. Suas atividades estruturadas contemplaram aspectos das etapas 1 e 2 do MRE, com intensidade variada, sendo alguns melhores contemplados tanto no quantitativo de atividades como na pertinência das mesmas. A outra etapa foi contemplada de forma mais superficial. O MRE representou significativo aporte teórico-metodológico para as pesquisas em Ensino de Ciências no âmbito da construção de conceitos. Nesta pesquisa se mostrou um arcabouço bastante estruturado e ao mesmo tempo flexível para o desenvolvimento do ensino e aprendizagem, seja visando o desenho de processos instrucionais voltados para conceitos científicos, para o desenvolvimento de processos instrucionais formativos.Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-16T14:16:49Z No. of bitstreams: 1 Ricardo Ferreira das Neves.pdf: 6495971 bytes, checksum: 7d916a6ffe2a368176d1fbf0e71b7e46 (MD5)Made available in DSpace on 2016-08-16T14:16:50Z (GMT). No. of bitstreams: 1 Ricardo Ferreira das Neves.pdf: 6495971 bytes, checksum: 7d916a6ffe2a368176d1fbf0e71b7e46 (MD5) Previous issue date: 2015-08-03application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino da CiênciasUFRPEBrasilDepartamento de EducaçãoConceito de célulaEnsino de biologiaEnsino-aprendizagemEducation learningCell conceptBiological sciences educationCIENCIAS HUMANAS::EDUCACAOAbordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-6099596823942813476006006007124334461228751377-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPELICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/5352/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALRicardo Ferreira das Neves.pdfRicardo Ferreira das Neves.pdfapplication/pdf6495971http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/5352/2/Ricardo+Ferreira+das+Neves.pdf7d916a6ffe2a368176d1fbf0e71b7e46MD52tede2/53522016-08-24 09:36:35.395oai:tede2:tede2/5352Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:32:56.460069Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) |
title |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) |
spellingShingle |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) NEVES, Ricardo Ferreira das Conceito de célula Ensino de biologia Ensino-aprendizagem Education learning Cell concept Biological sciences education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) |
title_full |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) |
title_fullStr |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) |
title_full_unstemmed |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) |
title_sort |
Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE) |
author |
NEVES, Ricardo Ferreira das |
author_facet |
NEVES, Ricardo Ferreira das |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
FERREIRA, Helaine Sivini |
dc.contributor.advisor-co1.fl_str_mv |
LEÃO, Ana Maria dos Anjos Carneiro |
dc.contributor.referee1.fl_str_mv |
CRUZ, Magna do Carmo Silva |
dc.contributor.referee2.fl_str_mv |
ROCHA, Marília de França |
dc.contributor.referee3.fl_str_mv |
JÓFILI, Zélia Maria Soares |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7874863774346301 |
dc.contributor.author.fl_str_mv |
NEVES, Ricardo Ferreira das |
contributor_str_mv |
FERREIRA, Helaine Sivini LEÃO, Ana Maria dos Anjos Carneiro CRUZ, Magna do Carmo Silva ROCHA, Marília de França JÓFILI, Zélia Maria Soares |
dc.subject.por.fl_str_mv |
Conceito de célula Ensino de biologia Ensino-aprendizagem Education learning |
topic |
Conceito de célula Ensino de biologia Ensino-aprendizagem Education learning Cell concept Biological sciences education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Cell concept Biological sciences education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study aimed to investigate how undergraduate students getting a teaching degree in biological sciences approach the concept of cell; for this purpose, the Educational Reconstruction Model (ERM) was used. The concept under consideration is abstract and has undergone extensive discussion in the field of biology, either due to its relevance for understanding the formation of life, or through the challenge of approaching it in the classroom. In the biological sciences, proposals such as the ERM are promising for the process of teaching and learning, and seek to change the construction of such concepts. From an epistemological standpoint the model is constructivist. It considers the view of research by design and a three-step methodological structure 1 - Content Structure Analysis (CSA) and Analysis of Educational Meaning (AEM); 2 - Empirical Research (ER); and 3 - Construction of Instruction (CI). Together these steps provided the study’s didactic setting, through the Teaching and Learning Sequence (TLS). The TLS was developed in the campus of the Federal University of Pernambuco (UFPE), Academic Center of Vitória (CAV), with undergraduates from the 7th semester of the Biological Sciences course. Step 1 was designed using high school and university textbooks, the biology literature and considerations from interviewees. This step revealed that the concept of cell had a historical approach, morphophysiological aspects and a social-scientific character, which included images. Step 2 was carried out following the perspective of scientific references and of interviewees; barriers in conceptual learning were approached and obstacles of a conceptual, relational, procedural and dimensional order were reported. These two steps raised the elements to collaborate with Step 3, which – together with Méheut’s Integrated Constructivist Approach – guided the formation of the study’s educational setting. The TLS on the concept of cell was performed in six moments and dealt with the preconceptions of students, cell historicity, the identification of groups, morphophysiology recognition, the use of images and contemporary themes. Based on the description of the sequence we find that it is possible to apply the proposed instructional process, despite its length. Its structured activities covered aspects of ERM steps 1 and 2, with varying intensity. The best contemplated both in terms of the number of activities and in their relevance, while the other phase was covered a more superficial manner. The ERM provides significant theoretical and methodological support for research in science education in the realm of concept construction. It proved to be a well-structured framework, while at the same time flexible for the development of teaching and learning, either by targeting the design of the instructional process aimed at scientific concepts, to developing instructional training processes. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-08-03 |
dc.date.accessioned.fl_str_mv |
2016-08-16T14:16:50Z |
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NEVES, Ricardo Ferreira das. Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE). 2015. 264 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5352 |
identifier_str_mv |
NEVES, Ricardo Ferreira das. Abordagem do conceito de célula : uma investigação a partir das contribuições do Modelo de Reconstrução Educacional (MRE). 2015. 264 f. Tese (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
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Universidade Federal Rural de Pernambuco |
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