Ciencia Educacao最新文献

{"title":"Pesquisa de Percepções de Estudantes do Ensino Médio sobre os Desafios Ambientais","authors":"C. A. D. Silva, T. R. Prochnow, Giuseppe Pellegrini, Nelio Bizzo","doi":"10.1590/1516-731320200020","DOIUrl":"https://doi.org/10.1590/1516-731320200020","url":null,"abstract":"EnglishThis study presents the results of a survey aimed at assessing high school students' opinions about current environmental challenges in order to discuss the role of science education in the development of students’ environmental awareness. The survey, which involved high school students from public and private schools of Canoas, Rio Grande do Sul, was carried out with the administration of a questionnaire. The data were analyzed in relation to the gender and the type of school of the respondents, utilizing statistical tools. The results show that students care about the problems of the environment and believe that science can solve some of them, but they do not show optimism about the future of the planet. Therefore, results reinforce the need for contextualization of problems related to environmental challenges in science lessons, aiming at further developing students' reflexive skills. portuguesEste estudo apresenta os resultados de uma investigacao que teve por objetivo conhecer as opinioes de estudantes do Ensino Medio acerca dos desafios ambientais atuais, a fim de discutir o papel do ensino de ciencias na formacao de sua consciencia ambiental. A pesquisa, que envolveu estudantes do ensino medio de escolas publicas e particulares da cidade de Canoas, Rio Grande do Sul, foi realizada por meio da aplicacao de um questionario e os dados obtidos foram analisados em relacao ao sexo e ao tipo de escola dos respondentes, por meio de ferramentas estatisticas. Os resultados demonstram que os jovens se preocupam com os problemas do ambiente e acreditam que a ciencia e capaz de solucionar alguns deles, porem nao demonstram otimismo em relacao ao futuro do planeta. Diante disso, reforca-se a necessidade de que as problematicas relacionadas aos desafios ambientais sejam contextualizadas no ensino de ciencias, a fim de que habilidades reflexivas em relacao ao tema possam ser incentivadas.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"27"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67296075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Systemic Thinking in Education and a Situated Perspective on Teaching","authors":"Magda Pischetola, Lyana Virgínia Thédiga de Miranda","doi":"10.1590/1516-731320200015","DOIUrl":"https://doi.org/10.1590/1516-731320200015","url":null,"abstract":"portuguesComo a complexidade da crise escolar pode ser enfrentada? Como um modelo estatico e fechado de conhecimento pode ser superado em favor da abertura, da flexibilidade, da pluralidade e da mudanca? Como podemos oferecer solucoes nao simples para um problema complexo? Neste artigo apresentamos alguns caminhos a seguir na busca de respostas para essas perguntas. A primeira proposta e superarmos a relacao dualistica entre sujeito e meio ambiente, considerando ambos como parte de um unico ecossistema, com base na simbiose entre os respectivos elementos. A segunda proposta e desviar o olhar do ecossistema atraves de uma abordagem ecologica, para perceber a imersao do sujeito no respectivo ambiente. Por fim, propomos aprofundar as relacoes existentes no ecossistema, para entender sua estrutura interconectada. Concluindo, abordamos o conceito de ensino situado, como uma aplicacao pratica das reflexoes apresentadas. EnglishHow can the complexity of the school crisis be faced? How can a static and closed model of knowledge be overcome in favour of openness, flexibility, plurality and change? How can we not offer simple solutions to a complex problem? In this article, we present some paths forward in the search of answers to these questions. The first proposal is for us to overcome the dualistic relationship between subject and environment, considering both as part of a single ecosystem, based on the symbiosis between respective elements. The second proposal is for us to take our gaze away from the ecosystem through an ecological approach, for us to perceive the immersion of the subject in the respective environment. Finally, we propose deepening the existing relationships in the ecosystem, to understand its interconnected structure. In conclusion, we tackle the concept of situated teaching, as a practical application of the presented reflections.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"15"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67295194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigação de Sequências Didáticas para o Ensino de Agroecologia","authors":"M. Alves, J. Paixão","doi":"10.1590/1516-731320200021","DOIUrl":"https://doi.org/10.1590/1516-731320200021","url":null,"abstract":"EnglishIn this study, two didactic sequences on Agroecology were elaborated, tested and evaluated in the classroom. Those sequences were based on Design Research approach, and the related lesson plans covered science-based texts, the contextualization of the content with the students’ lives, cooperative and peer learning processes and so on. The classes resulted in positive outcomes related to the design principles regarding student motivation and content learning, especially on processes and agroecological production models. However, even though some students had to conduct research to legitimize their opinions, they remained resistant to changes of understanding, especially in relation to the true contributions of the Green Revolution. This suggests that the design principles used should focus more on the reflection and collective interpretation of data in class. portuguesNesta pesquisa foram elaboradas, testadas e avaliadas em sala de aula, duas sequencias didaticas destinadas ao ensino de Agroecologia. Preparadas com base na abordagem de Design Research, os planos de aula incluiram uso de textos com informacoes de base cientifica, contextualizacao dos conteudos em relacao ao cotidiano dos estudantes, processo coletivo e cooperativo de aprendizagem, entre outros. A intervencao mostrou efeitos positivos em relacao aos principios de design quanto a motivacao dos estudantes e a aprendizagem de conteudos, sobretudo quanto aos processos e linhas de producao agroecologica. Porem, alguns estudantes, ainda que tivessem que realizar pesquisas para legitimar suas opinioes, permaneceram resistentes as mudancas de entendimento, especialmente em relacao as verdadeiras contribuicoes da Revolucao Verde. Isso indica que os principios de design utilizados devem dar mais foco para a reflexao e interpretacao coletiva dos dados em sala de aula.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"28"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67296123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Entre Facas e Motosserras: problematizando práticas de pesquisa com História Oral","authors":"Maria Ednéia Martins-Salandim, K. Silva","doi":"10.1590/1516-731320200039","DOIUrl":"https://doi.org/10.1590/1516-731320200039","url":null,"abstract":"EnglishThis paper aims to discuss research practices with the aid of Oral History in the field of Mathematical Education, based on problematizations arising from a Master’s thesis. This methodology, widely used worldwide, was disseminated in Brazil around the 1970s and, in the field of Mathematical Education, in the early 2000s, with the creation of the Oral History and Mathematical Education Group. Although some procedures are common in oral history research – recording, textualization, assignment of rights – it is implemented in particular manners to deal with the questions and needs in each study. In the development of this specific research, the methodology was not picked a priori, as a mere technique for data production - neither as a knife nor as a chainsaw –, as Professor Wagner Valente encouraged us to think. Instead, it was constructed according to the practice of predecessors and required study, attention, respect and sensitivity. portuguesO objetivo desse artigo e discutir praticas de pesquisa com a metodologia da Historia Oral no campo da Educacao Matematica, a partir de problematizacoes decorrentes de uma pesquisa de mestrado. Essa metodologia, mobilizada mundialmente, foi difundida no Brasil por volta dos anos de 1970 e no campo da Educacao Matematica no inicio dos anos 2000, com a criacao do Grupo Historia Oral e Educacao Matematica. Ainda que alguns procedimentos sejam comuns nas pesquisas que se valem da Historia Oral – gravacao, textualizacao, cessao de direitos – o modo como ela e praticada articula-se com questoes e necessidades de cada pesquisa. Na trajetoria dessa pesquisa aqui em tela a metodologia nao foi dada a priori, como mera tecnica para producao de dados – nem faca, nem motosserra – como o professor Wagner Valente nos provocou, mas foi construcao pautada em praticas de antecessores que exigiu estudo, atencao, respeito e sensibilidade.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"38"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67296479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discurso da Matemática Específica para Ensinar e a Produção do Sujeito 'Professor(a)-de-Matemática'","authors":"Jaqueline de Souza Pereira Grilo, Jonei Cerqueira Barbosa, M. Maknamara","doi":"10.1590/1516-731320200040","DOIUrl":"https://doi.org/10.1590/1516-731320200040","url":null,"abstract":"portuguesEste ensaio teorico tem como objetivo identificar posicoes de sujeito disponibilizadas pelo discurso da Matematica especifica para ensinar. Tomamos como referencia estudos foucaultianos e a literatura existente em torno das discussoes sobre Conhecimento Matematico para o Ensino, Conhecimento Especializado do Professor de Matematica e de Matematica para o Ensino. Sistematizamos esses discursos em dois grupos, discursos cognitivo-representacionais e discursos sociodiscursivos, e identificamos diferentes posicoes de sujeito disponibilizadas por cada um deles. As posicoes de sujeito identificadas demandam um sujeito-professor(a)-de-Matematica, dialeticamente, um sujeito que se nutre da teoria e aperfeicoa a sua pratica, com base em uma epistemologia da pratica; e um sujeito que se institui peca por peca cotidianamente, nao sendo possivel demarcar situacoes praticas que nao fossem tambem teoricas. EnglishThis theoretical essay aimed to identify subject positions afforded by the discourse of specific mathematics for teaching. The study is anchored in Foucault's work and the existing literature on Mathematical Knowledge for Teaching, the Specialized Knowledge of Mathematics Teachers, and Mathematics for Teaching. We have organized these discourses into two groups, cognitive-representational discourses and socio-discursive discourses, and identified different subject positions afforded by either category. The identified subject positions call for a Mathematicsteacher subject: dialectically, a subject who feeds on theory and refines his or her practice, based on an epistemology of practice; and a subject who establishes himself or herself piece by piece daily, and it is not possible to demarcate practical situations that were not theoretical as well.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"39"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67296757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Fragilidade do Ensino da Meiose","authors":"S. A. Santiago, H. F. Carvalho","doi":"10.1590/1516-731320200025","DOIUrl":"https://doi.org/10.1590/1516-731320200025","url":null,"abstract":"In addition to requiring enormous abstraction, the teaching of Cell Biology involves complex topics such as meiosis. In this particular case, the implications of learning are enormous because various contents in other disciplines, as well as technological applications, depend on this knowledge. We used two assessment instruments (AI) to map the learning of meiosis in four undergraduate programs. The first was designed to measure the level of knowledge that students bring from high school, the second to assess the depth of learning that happens in the meiosis lesson in the four programs. Both AI reveal marked differences across the different programs and point out difficulties associated with the learning of meiosis, which converge to relevant aspects that can assist in the exploration of the contents in lessons, such as the quantification of gene variability, which is not understood by the vast majority of students.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"22"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67296297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Análise das Habilidades e Atitudes na Aprendizagem Significativa Crítica de Fenômenos Físicos no Contexto das Séries Iniciais","authors":"Arthur Philipe Cândido Magalhães, Jesus Angel Meneses Villagrá, I. M. Greca","doi":"10.1590/1516-731320200009","DOIUrl":"https://doi.org/10.1590/1516-731320200009","url":null,"abstract":"EnglishThis paper presents partial results of an ongoing doctoral research, carried out in primary schools, and its purpose is to analyze students' performance regarding skills and attitudes developed during the study of the concept of heat and its effects to produce state changes in substances. The study was conducted through a qualitative approach, with a descriptive and explanatory objective, adopting the case study as a procedure. Data were collected on the skills and scientific knowledge developed by third-graders, in the different stages of the Methodology of Inquiry used, based on the Theory of Meaningful Critical Learning. The results show evidence that the activities based on this methodology allow greater motivation and interest for the study of science, expansion of the child’s scientific vocabulary, acquisition of new concepts, besides favoring the possibilities of social interaction, the use of questioning and the understanding of some necessary procedures in scientific research. portuguesEste trabalho apresenta resultados parciais de uma pesquisa de doutorado em andamento realizada nas series iniciais cujo proposito e analisar o desempenho dos estudantes quanto as habilidades e atitudes desenvolvidas durante o estudo do conceito de calor e seus efeitos para produzir mudancas de estados nas substâncias. O estudo foi realizado por meio de abordagem qualitativa, com objetivo descritivo-explicativo, adotando como procedimento o estudo de caso. Foram coletados dados sobre habilidades e conhecimentos cientificos desenvolvidos pelos estudantes do terceiro ano, nas diferentes etapas da Metodologia da Indagacao utilizada, fundamentada na Teoria da Aprendizagem Critica Significativa. Os resultados mostram evidencias de que as atividades dessa metodologia possibilitam maior motivacao e interesse para o estudo da ciencia, expansao do vocabulario cientifico da crianca, aquisicao de novos conceitos, alem de favorecer as possibilidades de interacao social, o uso de questionamento e a compreensao de alguns procedimentos necessarios em pesquisa cientifica.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"10"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67295448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desenvolvimento de Prática Formativa para o Letramento Digital Crítico e Investigação de seus Efeitos em um Grupo de Licenciandos em Química","authors":"Bianca Damas Pereira, P. Pinheiro","doi":"10.1590/1516-731320200031","DOIUrl":"https://doi.org/10.1590/1516-731320200031","url":null,"abstract":"EnglishThis research deals with the inquiry of a didactic intervention on digital literacy carried out in chemistry teachers’ pre-service education. The academics interacted with pre-selected digital media, before and after the presentation of the theoretical model. The aim was to analyze the effects of the intervention for critical digital literacy, and the research question was: what are the effects of the model and which other aspects emerge from the formative practice for critical digital literacy of the pre-service teachers? The intervention allowed for exchanges, questions, reflections and self-reflections about the media were approached, and the model acted as a support for sharpening the perception of its operational, structural, esthetic and ethical characteristics. It also developed criticality and promoted more complete signification processes. Even though the model helped organize knowledge for digital literacy, increasing interest and guiding more critical analysis, the pre-service teachers considered the theoretical model complex. portuguesEsta pesquisa aborda a investigacao de uma intervencao didatica sobre letramento digital realizada na formacao inicial de professores de quimica. Os licenciandos interagiram com midias digitais pre-selecionadas, antes e apos a apresentacao do modelo teorico adotado. O objetivo foi analisar os efeitos da intervencao para o letramento digital critico e a pergunta de pesquisa definida foi: quais sao os efeitos do modelo e que outros aspectos emergem da pratica formativa proposta para o letramento digital critico dos licenciandos? A intervencao gerou trocas, questionamentos, reflexoes e autorreflexoes sobre a abordagem das midias e o modelo agiu como um suporte para agucar a percepcao de suas caracteristicas operacionais, estruturais, esteticas e eticas, bem como desenvolveu a criticidade e promoveu processos de significacao mais integros. Apesar de ter ajudado a organizar o conhecimento para o letramento digital, aumentando o interesse e guiando uma analise mais critica, os licenciandos consideraram o modelo complexo.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"26 1","pages":"30"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67296233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Movimentos sociais e educação ambiental: um estudo sobre teses e dissertações brasileiras","authors":"Larissa Nobre Magacho, Rosa Maria Feiteiro Cavalari","doi":"10.1590/1516-731320190010007","DOIUrl":"https://doi.org/10.1590/1516-731320190010007","url":null,"abstract":"EnglishAbstract: This paper seeks to investigate the relationship between social movements and Environmental Education (EE) in Brazilian theses and dissertations (TD) in EE. It is a state-of-the-art type of research. The development of the documentary corpus included the following steps: definition of search terms; floating reading of abstracts; definition of criteria for selection; search for and reading of the complete works and, finally, definition of the definitive documentary corpus, resulting in nine TDs for analysis. Studies have been identified that deal with the environmental movement, rural social movements and - less markedly - the feminist movement. The contributions of EE to the analyzed social movements and to social movements for the construction of EE in their critical perspective were recurrent. We hope that the construction of this knowledge will make it possible to strengthen relations between the research field of EA and social movements. portuguesResumo: O presente trabalho tem por objetivo investigar que relacoes entre movimentos sociais e Educacao Ambiental (EA) tem sido estabelecidas nas teses e dissertacoes (TD) brasileiras da area. O trabalho se caracteriza como uma pesquisa documental do tipo estado da arte. A constituicao do corpus documental compreendeu as seguintes etapas: definicao dos termos de busca, leitura flutuante dos resumos, definicao de criterios para selecao, busca e leitura dos trabalhos completos e, por fim, definicao do corpus documental definitivo, resultando em nove TD para analise. Identificamos pesquisas que estudaram o movimento ambientalista, os movimentos sociais campesinos e, com menor expressividade, o movimento feminista. Foram recorrentes as contribuicoes da EA para os movimentos sociais analisados e, tambem, dos movimentos sociais para a construcao da EA em sua perspectiva critica. Esperamos que, com esses conhecimentos construidos, seja possivel o estreitamento das relacoes entre o campo de pesquisa da EA e dos movimentos sociais.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"25 1","pages":"93-109"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67294589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Algunas relaciones entre la autonomía de la Biología y la emergencia de su Didáctica: consideraciones sobre la complejidad de enseñar una ciencia compleja","authors":"J. C. Moreno, Edgar Orlay Valvuena Ussa","doi":"10.1590/1516-731320180020002","DOIUrl":"https://doi.org/10.1590/1516-731320180020002","url":null,"abstract":"espanolEn el articulo se plantean algunas relaciones entre la emergencia de la Biologia como ciencia autonoma y las primeras propuestas de considerar la Didactica de la Biologia como un campo especifico de conocimientos, que, si bien comparte muchas caracteristicas con la didactica de las demas ciencias de la naturaleza, igualmente difiere en otros aspectos, los cuales devienen principalmente de las particularidades del estatus epistemologico de la ciencia de lo vivo. En tal sentido, se recurre a algunos autores que han puesto de manifiesto la necesidad de reconocer cuales serian, entonces, las cualidades que hacen de la Biologia una ciencia diferente de, por ejemplo, la Fisica y la Quimica. Asimismo, se han retomado las ideas de determinados autores que distinguen la ensenanza de la Biologia de la ensenanza de las otras ciencias de la naturaleza. EnglishIn this paper, we discuss some relations between the institutionalization of Biology as an autonomous science and the initial proposals that consider Biology’s didactics as a specific field of knowledge. We believe that Biology teaching shares many characteristics with the teaching of other sciences of nature, but those two didactics also differ in several respects. In this way, we claim that those specific features of Biology as science (like epistemological status of science of living things) have important implications in the field of Biology´s Didactics. In this regard, we appeal to some authors who have put in mind the necessity to recognize which those would be, and then, consider the qualities that make Biology as a different science to, for example, physics and chemistry. We have also taken up some ideas of certain authors who distinguish between Biology´s teaching from teaching of another natural sciences.","PeriodicalId":30004,"journal":{"name":"Ciencia Educacao","volume":"35 1","pages":"267-282"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1590/1516-731320180020002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67294283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}