Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID487
Ana Lúcia Souza de Freitas
The article presents the experience of the School Constituent Project, which gave rise to the Reference Document of the Citizen School in Porto Alegre. It highlights the participatory process carried out with all segments of the school community and analyzes some of the structuring principles and concepts of the conception of Citizen School created in the context of the educational policy of Popular Administration in this period (1993-1996). The final considerations invite dialogue about the legacy of the School Constituent Project, taking into account its contributions to the reflection on the current challenges of the Citizen School in Porto Alegre.
{"title":"PROJETO CONSTITUINTE ESCOLAR: UM LEGADO DA EXPERIÊNCIA DA ESCOLA CIDADÃ EM PORTO ALEGRE/RS","authors":"Ana Lúcia Souza de Freitas","doi":"10.22476/REVCTED.V6.ID487","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID487","url":null,"abstract":"The article presents the experience of the School Constituent Project, which gave rise to the Reference Document of the Citizen School in Porto Alegre. It highlights the participatory process carried out with all segments of the school community and analyzes some of the structuring principles and concepts of the conception of Citizen School created in the context of the educational policy of Popular Administration in this period (1993-1996). The final considerations invite dialogue about the legacy of the School Constituent Project, taking into account its contributions to the reflection on the current challenges of the Citizen School in Porto Alegre.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125175894","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID461
Maria da Conceição de Almeida Moura, Marta Regina Paulo da Silva
This is a Pedagogical Letter, inspired by the work of Paulo Freire, in which we invite our fellow teachers to dialogue, with a view to building a Citizen School, thinking about the specificities of children in institutional care situations. The book “Pedagogy of autonomy: knowledge necessary for educational practice” by the same author, supports our discussions, encouraging us to hope for an equitable, humanizing and possible school in our routines.
{"title":"ESCOLA CIDADÃ E CRIANÇAS EM SITUAÇÃO DE ACOLHIMENTO INSTITUCIONAL: UM DIÁLOGO DESDE A PEDAGOGIA DA AUTONOMIA DE PAULO FREIRE","authors":"Maria da Conceição de Almeida Moura, Marta Regina Paulo da Silva","doi":"10.22476/REVCTED.V6.ID461","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID461","url":null,"abstract":"This is a Pedagogical Letter, inspired by the work of Paulo Freire, in which we invite our fellow teachers to dialogue, with a view to building a Citizen School, thinking about the specificities of children in institutional care situations. The book “Pedagogy of autonomy: knowledge necessary for educational practice” by the same author, supports our discussions, encouraging us to hope for an equitable, humanizing and possible school in our routines.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"213 Suppl 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116790253","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID506
Sofia Cavedon Nunes
The Citizen School project developed and reflected collectively and participatively in the Municipal Network of Porto Alegre, between 1990 and 2004, produced an extraordinary change in the Public School in dialogue with other experiences, left legacies and challenges us to its reinvention in the face of the conservative neoliberal hegemony that imposes in Brazil. Questioning the authoritarian, meritocratic and exclusionary school, it resignified curriculum, assessment, rules of coexistence and management of education, through the return of sovereignty to citizenship in the relationship with the state, the rupture of the natural mechanisms of inequality and the debate and alteration of schoolregulations, educational legislation and the meaning of the school. However, the alternation in power determined by the elections, put this proposal and its new democratizing, emancipatory and inclusive concepts in the resistance. From this place, it is necessary to reinvent them and deal with important challenges such as racism, sexism, the preponderance of large-scale evaluations and the privatization of the curriculum and educational budget.
{"title":"CONCEITOS E PRÁXIS REFERENCIAIS DA ESCOLA CIDADÃ - LEGADOS E O DESAFIO DE REINVENÇÃO","authors":"Sofia Cavedon Nunes","doi":"10.22476/REVCTED.V6.ID506","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID506","url":null,"abstract":"The Citizen School project developed and reflected collectively and participatively in the Municipal Network of Porto Alegre, between 1990 and 2004, produced an extraordinary change in the Public School in dialogue with other experiences, left legacies and challenges us to its reinvention in the face of the conservative neoliberal hegemony that imposes in Brazil. Questioning the authoritarian, meritocratic and exclusionary school, it resignified curriculum, assessment, rules of coexistence and management of education, through the return of sovereignty to citizenship in the relationship with the state, the rupture of the natural mechanisms of inequality and the debate and alteration of schoolregulations, educational legislation and the meaning of the school. However, the alternation in power determined by the elections, put this proposal and its new democratizing, emancipatory and inclusive concepts in the resistance. From this place, it is necessary to reinvent them and deal with important challenges such as racism, sexism, the preponderance of large-scale evaluations and the privatization of the curriculum and educational budget.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132958910","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID476
Luci Guidio
The text presents the formative process experienced in the Paulo Freire administration in Sao Paulo from the problematization of the teaching practice, the permanent dialogue and the training of the educators for the implementation of the emancipatory curriculum construction policy.
{"title":"TEMPOS DE CONSTRUÇÃO: UM DIÁLOGO AMOROSO COM PAULO FREIRE E SEU PENSAMENTO","authors":"Luci Guidio","doi":"10.22476/REVCTED.V6.ID476","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID476","url":null,"abstract":"The text presents the formative process experienced in the Paulo Freire administration in Sao Paulo from the problematization of the teaching practice, the permanent dialogue and the training of the educators for the implementation of the emancipatory curriculum construction policy.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126120578","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID472
M. Bairros
In this pedagogical letter, I propose to dialogue with the citizens of Brazil. I am writing the letter in order to have a debate about what is happening in Brazil today. We sleep in hope and wake up fragmentation and depoliticization. I return to the concepts of citizenship and democracy in Brazil considering three aspects described by Jose Murilo de Carvalho. Slavery, the latifundium and the lack of social rights are colony inheritances that continue today as central aspects in the history of the constitution of Brazilian citizenship. Finally, in this pedagogical letter to Brazilian citizens, I present a debate that reflects the dimension of the conjuncture in which Brazil is currently inserted.Keywords: Citizenship; democracy; hope
在这封具有教育意义的信中，我提议与巴西公民对话。我写这封信是为了就今天巴西发生的事情进行辩论。我们在希望中入睡，醒来时却陷入分裂和去政治化。我回到巴西公民和民主的概念，考虑到Jose Murilo de Carvalho所描述的三个方面。奴隶制、大庄园和缺乏社会权利是殖民地遗留下来的遗产，今天仍然是巴西公民宪法历史上的中心方面。最后，在这封致巴西公民的教学信中，我提出了一场辩论，反映了巴西目前所处的危急关头的程度。关键词:公民;民主;希望
{"title":"O PASSADO NOS CONDENA","authors":"M. Bairros","doi":"10.22476/REVCTED.V6.ID472","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID472","url":null,"abstract":"In this pedagogical letter, I propose to dialogue with the citizens of Brazil. I am writing the letter in order to have a debate about what is happening in Brazil today. We sleep in hope and wake up fragmentation and depoliticization. I return to the concepts of citizenship and democracy in Brazil considering three aspects described by Jose Murilo de Carvalho. Slavery, the latifundium and the lack of social rights are colony inheritances that continue today as central aspects in the history of the constitution of Brazilian citizenship. Finally, in this pedagogical letter to Brazilian citizens, I present a debate that reflects the dimension of the conjuncture in which Brazil is currently inserted.Keywords: Citizenship; democracy; hope","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121858857","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID473
José Clóvis de Azevedo
This work aims to study the fundamental principles and proposals of the Citizen School project, developed in the public municipal education network in the city of Porto Alegre, during popular administrations from 1989 to 2004. The city's democratization project and its consequences for the school democratization are analyzed. The analysis sources used were basic documents on the educational policy of the time. The main authors who served as a theoretical reference for the project were, among them, Paulo Freire, Carlos Brandao, Vygotsky, Gramsci and Karl Marx. The study shows that Citizen School was a counter-hegemonic project, based on solidary, cooperative and collective values. It is a counterpoint to the market school supported by the neoliberal market model values, such as competition, individualism, entrepreneurship and meritocracy. Key words: Citizen school. Democracy. Mercoescola. Training Cycles. Emancipatory Evaluation.
{"title":"ESCOLA CIDADÃ: UMA EXPERIÊNCIA CONTRA-HEGEMÔNICA","authors":"José Clóvis de Azevedo","doi":"10.22476/REVCTED.V6.ID473","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID473","url":null,"abstract":"This work aims to study the fundamental principles and proposals of the Citizen School project, developed in the public municipal education network in the city of Porto Alegre, during popular administrations from 1989 to 2004. The city's democratization project and its consequences for the school democratization are analyzed. The analysis sources used were basic documents on the educational policy of the time. The main authors who served as a theoretical reference for the project were, among them, Paulo Freire, Carlos Brandao, Vygotsky, Gramsci and Karl Marx. The study shows that Citizen School was a counter-hegemonic project, based on solidary, cooperative and collective values. It is a counterpoint to the market school supported by the neoliberal market model values, such as competition, individualism, entrepreneurship and meritocracy. \u0000Key words: Citizen school. Democracy. Mercoescola. Training Cycles. Emancipatory Evaluation.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121864031","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID457
Marta Nornberg, Letícia Pacheco dos Reis Westphal
The Pedagogical Letter invites for some reflection on a full-time education experience carried out at a municipal school in Porto Alegre. The addressee is professor Fernando Haddad because the pedagogical proposal developed was inspired in programs implemented during his management at the Ministry of Education. The experience is reflected based on two thematic focuses: the strenghtening of relationships and the school social commitment. These themes were pointed ut by children, teachers, managers and families as achievements arising from the proposal as they increased the practices of participation and boosted the pedagogical dialogue and the democracy. The public school and the right for full-time education are presented as irrevocable and fundamental goods to assure dignity and citizenship of every Brazilian person.
{"title":"EDUCAÇÃO DE TEMPO INTEGRAL: FORTALECIMENTO DE RELAÇÕES E COMPROMISSO SOCIAL","authors":"Marta Nornberg, Letícia Pacheco dos Reis Westphal","doi":"10.22476/REVCTED.V6.ID457","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID457","url":null,"abstract":"The Pedagogical Letter invites for some reflection on a full-time education experience carried out at a municipal school in Porto Alegre. The addressee is professor Fernando Haddad because the pedagogical proposal developed was inspired in programs implemented during his management at the Ministry of Education. The experience is reflected based on two thematic focuses: the strenghtening of relationships and the school social commitment. These themes were pointed ut by children, teachers, managers and families as achievements arising from the proposal as they increased the practices of participation and boosted the pedagogical dialogue and the democracy. The public school and the right for full-time education are presented as irrevocable and fundamental goods to assure dignity and citizenship of every Brazilian person.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114588291","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID462
Mariana da Cunha Sotero
This pedagogical charter has reflections on the meanings of the school, the guarantee of education for all and presents experiences on the constitution of curricular practices in the school for people with disabilities and high abilities in a pandemic scenario, Covid-19, that impose us the distance of bodies. In the dialogue with the special education team, texts are produced about the reinvention of the school and its sociais relations by digital means, the limits of reestablishing links with everyone, the challenges for the organization of pedagogical practice and working in the new living conditions. Even so, the reflections show us that the teams sustain and build experiences of dialogue, interaction and production of knowledge in school. The talks show that there are actions to ensure the education of all students, and for students with disabilities and high skills, there is the organization of a set of actions and new technological resources to ensure their accessibility to school cultural practices.
{"title":"CARTA PEDAGÓGICA: DIREITO À EDUCAÇÃO E EDUCAÇÃO ESPECIAL EM TEMPOS DE PANDEMIA","authors":"Mariana da Cunha Sotero","doi":"10.22476/REVCTED.V6.ID462","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID462","url":null,"abstract":"This pedagogical charter has reflections on the meanings of the school, the guarantee of education for all and presents experiences on the constitution of curricular practices in the school for people with disabilities and high abilities in a pandemic scenario, Covid-19, that impose us the distance of bodies. In the dialogue with the special education team, texts are produced about the reinvention of the school and its sociais relations by digital means, the limits of reestablishing links with everyone, the challenges for the organization of pedagogical practice and working in the new living conditions. Even so, the reflections show us that the teams sustain and build experiences of dialogue, interaction and production of knowledge in school. The talks show that there are actions to ensure the education of all students, and for students with disabilities and high skills, there is the organization of a set of actions and new technological resources to ensure their accessibility to school cultural practices.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121190042","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID469
Juliana Rezende Torres
The purpose of this letter is to make explicit the guiding participation of Professor Demetrio in my academic formation process, from undergraduate to graduate. Throughout this trajectory guided by the Master, I discuss the influence of Liberating Pedagogy, based on the Freirean Thematic Approach dynamics, for proposition via thesis and explanation of the concept of Critical-Transformative Environmental Education, based on Freire, based on the Thematic Research and Reduction process through themes generators. In this context, I am bringing up Freirean categories that have gone through this formative trajectory guided by Demetrio, highlighting the implications of his role as a Freirean educator and researcher for the formulation of public policies and educational practices supported by the strong idea that there is an intrinsic relationship between Participatory Democracy and Citizen Education.
{"title":"TRAJETÓRIAS ACADÊMICAS FORMATIVAS ORIENTADAS PELO MESTRE: DA ABORDAGEM TEMÁTICA FREIREANA À EDUCAÇÃO AMBIENTAL CRÍTICO-TRANSFORMADORA","authors":"Juliana Rezende Torres","doi":"10.22476/REVCTED.V6.ID469","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID469","url":null,"abstract":"The purpose of this letter is to make explicit the guiding participation of Professor Demetrio in my academic formation process, from undergraduate to graduate. Throughout this trajectory guided by the Master, I discuss the influence of Liberating Pedagogy, based on the Freirean Thematic Approach dynamics, for proposition via thesis and explanation of the concept of Critical-Transformative Environmental Education, based on Freire, based on the Thematic Research and Reduction process through themes generators. In this context, I am bringing up Freirean categories that have gone through this formative trajectory guided by Demetrio, highlighting the implications of his role as a Freirean educator and researcher for the formulation of public policies and educational practices supported by the strong idea that there is an intrinsic relationship between Participatory Democracy and Citizen Education.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122321948","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}
Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID486
Juliana Campos Vieira, I. Bragança
Since narrative writing has always been accompanying my personal life and professional career. To inventory, and find the letters written by me to different recipients, in different times and formation degrees, in a movement articulated to the writing of the memorial, based in these letters like memory triggering objects, made us realize, I and my advisor, that the letters could be, at the same time objects of research study, and a rich material in the dialogue between the experiences of school daily life and the historicalpolitical-social contexts. The rereading of the letters and the memorial writing process during the first semester of the Professional Master's Degree overflowed with perspectives of continual (self)biographical narrative writing, a dialogue between memories, narratives and instituting experiences. From the theoretical-methodological point of view, the choice for a (self)biographical narrative research, which articulates the three dimensions throughout the journey: data sources, the register and also the way to produce knowledge, has been delineated as a different research form. where the initial-continuous-permanent reflexive movement shifts the emphasis from the materiality of the sources themselves and of the possible results and/or answers, to the (per)formative course of this dissertation. The paths and (mis)paths of this research-formation, the previous script, as well as the deviations, have caused the reflection in/with a re-signified practice and constituent of the teacher-people that when narratingresearching, researching-narrating, create a dialogical movement of reflection, (per)formation and constitution of identity that reveal and affirm or not, a way of being in teaching.
{"title":"PESQUISAFORMAÇÃO NARRATIVA (AUTO)BIOGRÁFICA E A ESCRITA DE CARTAS COMO MODO DE DIZER-SER","authors":"Juliana Campos Vieira, I. Bragança","doi":"10.22476/REVCTED.V6.ID486","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID486","url":null,"abstract":"Since narrative writing has always been accompanying my personal life and professional career. To inventory, and find the letters written by me to different recipients, in different times and formation degrees, in a movement articulated to the writing of the memorial, based in these letters like memory triggering objects, made us realize, I and my advisor, that the letters could be, at the same time objects of research study, and a rich material in the dialogue between the experiences of school daily life and the historicalpolitical-social contexts. The rereading of the letters and the memorial writing process during the first semester of the Professional Master's Degree overflowed with perspectives of continual (self)biographical narrative writing, a dialogue between memories, narratives and instituting experiences. From the theoretical-methodological point of view, the choice for a (self)biographical narrative research, which articulates the three dimensions throughout the journey: data sources, the register and also the way to produce knowledge, has been delineated as a different research form. where the initial-continuous-permanent reflexive movement shifts the emphasis from the materiality of the sources themselves and of the possible results and/or answers, to the (per)formative course of this dissertation. The paths and (mis)paths of this research-formation, the previous script, as well as the deviations, have caused the reflection in/with a re-signified practice and constituent of the teacher-people that when narratingresearching, researching-narrating, create a dialogical movement of reflection, (per)formation and constitution of identity that reveal and affirm or not, a way of being in teaching.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131950637","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}
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