Pub Date : 2020-12-31DOI: 10.22476/REVCTED.V6.ID488
Ana Lúcia Souza de Freitas, Antônio Fernando Gouvêa Silva, Maria Walburga dos Santos
With the text Participatory Democracy and Citizen Education: legacies and reinvention(or Times to Hope) we present a dossier that has the prerogative to observe, record and communicate legacies and inventions arising from the experiences involving the terms, especially with regard to thought, actions and inspirations from Paulo Freire's work. It is an invitation to read and appreciate Pedagogical Letters and articles that at the threshold of the second decade of the 21st century find meaning in the collective and solidary construction, reinforcing that in the midst of challenges and adversities, it is possible to hope.
{"title":"DOSSIÊ DEMOCRACIA PARTICIPATIVA E EDUCAÇÃO CIDADÃ: LEGADOS E REINVENÇÃO (OU TEMPOS PARA ESPERANÇAR)","authors":"Ana Lúcia Souza de Freitas, Antônio Fernando Gouvêa Silva, Maria Walburga dos Santos","doi":"10.22476/REVCTED.V6.ID488","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID488","url":null,"abstract":"With the text Participatory Democracy and Citizen Education: legacies and reinvention(or Times to Hope) we present a dossier that has the prerogative to observe, record and communicate legacies and inventions arising from the experiences involving the terms, especially with regard to thought, actions and inspirations from Paulo Freire's work. It is an invitation to read and appreciate Pedagogical Letters and articles that at the threshold of the second decade of the 21st century find meaning in the collective and solidary construction, reinforcing that in the midst of challenges and adversities, it is possible to hope.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"15 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":"128242888","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.ID460
N. França, G. Rodrigues
The Project “BemViver” came about as an attempttoturn virtual distance learning, a not so attractive alternative, into a wayofnotgivingupthejourneywewerewithour studentsand, even more, intoa possibilityto learn new waysofcommunicate, connect, and build a new dynamic in whichwecouldbepresentandactive in thelivesofstudentsduringthedifficult times ofpandemicand social isolation. The successoftheprojectamongourstudentsdemonstratesthatthecreationof a space for welcomingandunderstandingisanessentialstep in theprocessofrecognitionand empowerment ofstudents, both in classroomanddistancelearning.
{"title":"PROJETO BEMVIVER: JUNTOS PODEMOS TUDO","authors":"N. França, G. Rodrigues","doi":"10.22476/REVCTED.V6.ID460","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID460","url":null,"abstract":"The Project “BemViver” came about as an attempttoturn virtual distance learning, a not so attractive alternative, into a wayofnotgivingupthejourneywewerewithour studentsand, even more, intoa possibilityto learn new waysofcommunicate, connect, and build a new dynamic in whichwecouldbepresentandactive in thelivesofstudentsduringthedifficult times ofpandemicand social isolation. The successoftheprojectamongourstudentsdemonstratesthatthecreationof a space for welcomingandunderstandingisanessentialstep in theprocessofrecognitionand empowerment ofstudents, both in classroomanddistancelearning.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"64 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":"116455365","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.ID474
Telma Temoteo dos Santos
The present work discussed how the commercialization of education modulates in the formation of subjects. It is a letter to teachers in order to discuss how to produce reflections on these two important themes: education as a commodity versus education for citizenship. In this sense, it is known that in order to defend the models of education that turn to the context of the subjects and are engaged in dialoguing with the multicultural and singular expressions of societies, it is necessary to make a strong criticism to the treatment given to the education theme in the last decades . From the incursion of international sectors in the way of perceiving education to the systematic and structural dismantling of Brazilian education by neoliberal public policies. These policies give priority to the uncritical formation of the subjects, whose priority sense would be to provide knowledge that will lead them to exercise professions without expectations of growth or still unable to participate in the decision-making processes of society. Thus, when defending the school as a space to foster citizenship, one thinks of the critical and forceful formation of subjects who will be protagonists, autonomous and preceptors in decision-making that not only benefit them individually but also for the society they make part. Even thinking about the subjects still excluded from decision-making processes, such as social minorities. In this way, the citizen school in its institutional project will be concerned not only with propaedeutic teaching but also with training for the defense of life.
{"title":"CONTRA A MERCANTILIZAÇÃO DA EDUCAÇÃO E EM DEFESA DA ESCOLA CIDADÃ","authors":"Telma Temoteo dos Santos","doi":"10.22476/REVCTED.V6.ID474","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID474","url":null,"abstract":"The present work discussed how the commercialization of education modulates in the formation of subjects. It is a letter to teachers in order to discuss how to produce reflections on these two important themes: education as a commodity versus education for citizenship. In this sense, it is known that in order to defend the models of education that turn to the context of the subjects and are engaged in dialoguing with the multicultural and singular expressions of societies, it is necessary to make a strong criticism to the treatment given to the education theme in the last decades . From the incursion of international sectors in the way of perceiving education to the systematic and structural dismantling of Brazilian education by neoliberal public policies. These policies give priority to the uncritical formation of the subjects, whose priority sense would be to provide knowledge that will lead them to exercise professions without expectations of growth or still unable to participate in the decision-making processes of society. Thus, when defending the school as a space to foster citizenship, one thinks of the critical and forceful formation of subjects who will be protagonists, autonomous and preceptors in decision-making that not only benefit them individually but also for the society they make part. Even thinking about the subjects still excluded from decision-making processes, such as social minorities. In this way, the citizen school in its institutional project will be concerned not only with propaedeutic teaching but also with training for the defense of life.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"6 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":"129696880","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.ID455
Fernanda Alves Lima
This Pedagogical Letter presents important reflections on the process of acquisition of written and oral languages, in the course of remote education resulting from the pandemic COVID-19. When narrating the letter, the teacher seeks dialogue with the trainer and the dialogues proposed by the Literacy in Dialogues Study Group, GRUPAD subgroup of GEPEC/FE/UNICAMP coordinated by Prof. Dr. Guilherme do Val Toledo Prado, Ma. Heloisa Proenca and Ma. Renata S. Frauendorf, showing the reflective and formative process.
这封教学信对2019冠状病毒病大流行导致的远程教育过程中习得书面和口头语言的过程进行了重要反思。在叙述这封信时，教师寻求与培训师的对话，以及由Guilherme do Val Toledo Prado, Ma教授协调的GEPEC/FE/UNICAMP的识字对话研究小组(GRUPAD小组)提出的对话。Heloisa Proenca和Ma。Renata S. Frauendorf，展示反思和形成的过程。
{"title":"DIALOGANDO SOBRE O PROCESSO DE ALFABETIZAÇÃO NO CONTEXTO DE ENSINO REMOTO","authors":"Fernanda Alves Lima","doi":"10.22476/REVCTED.V6.ID455","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID455","url":null,"abstract":"This Pedagogical Letter presents important reflections on the process of acquisition of written and oral languages, in the course of remote education resulting from the pandemic COVID-19. When narrating the letter, the teacher seeks dialogue with the trainer and the dialogues proposed by the Literacy in Dialogues Study Group, GRUPAD subgroup of GEPEC/FE/UNICAMP coordinated by Prof. Dr. Guilherme do Val Toledo Prado, Ma. Heloisa Proenca and Ma. Renata S. Frauendorf, showing the reflective and formative process.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"37 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":"131523103","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.ID468
Demétrio Delizoicov
In Pedagogical Charter style, aspects of the training of a couple of educators are addressed. It is argued that the training process involved contributed to the implementation and contextualization of Paulo Freire's conception in public schools.
{"title":"CARTA À PIERA BRIGATTI: UMA EDUCADORA ÉTICO-CRÍTICA","authors":"Demétrio Delizoicov","doi":"10.22476/REVCTED.V6.ID468","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID468","url":null,"abstract":"In Pedagogical Charter style, aspects of the training of a couple of educators are addressed. It is argued that the training process involved contributed to the implementation and contextualization of Paulo Freire's conception in public schools.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"16 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132330093","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.ID459
Marilete Calegari Cardoso, A. L. G. Souza
This article aims to analyze the potential of two public squares, of community initiative, from their historical perspectives and the possible relations with the concept of educational and democratic territory. This work is an excerpt from the research “The juice of scrap metal”, which investigates the potential of unstructured materials, for the production of toys and games for children, in public spaces in the city of Jequie-BA. The research is anchored in the qualitative approach, of ethnographic inspiration, in a socio-historical approach and anchored in a sociocultural approach of Freire, Gadotti, and Arroio, with arguments of education in non-formal space and playful territories as spaces of constant dialogue between education and democracy. The data were collected through the application of a questionnaire (online), via e-mail, to two citizens, who created squares of a playful / community nature. The analysis showed that the squares built with scraps at the initiative of the residents, in spaces relegated by the public management of the municipality of Jequie-BA, are constituted, first, as a place of inventiveness, authenticity and citizenship, so that everyone: children, teenagers, young adults and the elderly, conceive the space as part of themselves, in addition to enhancing collective exchanges and learning, through community events, space maintenance actions, games and children's games.
{"title":"PRAÇA COMUNITÁRIAS DE SUCATA NA “CIDADE SOL” - JEQUIÉ-BA: LUGAR DE BRINCADEIRA, PRESERVAÇÃO E APRENDIZAGEM SOCIAL","authors":"Marilete Calegari Cardoso, A. L. G. Souza","doi":"10.22476/REVCTED.V6.ID459","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID459","url":null,"abstract":"This article aims to analyze the potential of two public squares, of community initiative, from their historical perspectives and the possible relations with the concept of educational and democratic territory. This work is an excerpt from the research “The juice of scrap metal”, which investigates the potential of unstructured materials, for the production of toys and games for children, in public spaces in the city of Jequie-BA. The research is anchored in the qualitative approach, of ethnographic inspiration, in a socio-historical approach and anchored in a sociocultural approach of Freire, Gadotti, and Arroio, with arguments of education in non-formal space and playful territories as spaces of constant dialogue between education and democracy. The data were collected through the application of a questionnaire (online), via e-mail, to two citizens, who created squares of a playful / community nature. The analysis showed that the squares built with scraps at the initiative of the residents, in spaces relegated by the public management of the municipality of Jequie-BA, are constituted, first, as a place of inventiveness, authenticity and citizenship, so that everyone: children, teenagers, young adults and the elderly, conceive the space as part of themselves, in addition to enhancing collective exchanges and learning, through community events, space maintenance actions, games and children's games.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"79 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":"133673115","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.ID463
Henrique Frey
The current text presents a dialogue between teacher and student when resuming the memory of the realization of a research proposal in the scope of the discipline of Sociology in 2016 in a private school in Itu-SP. The teacher initially presents some questions about his teaching practice based on the propositions made by Paulo Freire for the then student and now a pedagogue, Ana Julia. The dialogue about the memory of the activity, which was concerned about investigating the issue of hunger in the municipality, proposed when the student was in her second year of high school, deals with a pedagogical practice that resulted in the enactment of municipal law No. 1,886/2017 whose project was written by students. Lastly, it seeks to discuss the meaning of citizen education and the possible ways for its implementation in schools.
{"title":"ANA, VOCÊ SE RECORDA DO PROJETO ESCOLA CIDADÃ?","authors":"Henrique Frey","doi":"10.22476/REVCTED.V6.ID463","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID463","url":null,"abstract":"The current text presents a dialogue between teacher and student when resuming the memory of the realization of a research proposal in the scope of the discipline of Sociology in 2016 in a private school in Itu-SP. The teacher initially presents some questions about his teaching practice based on the propositions made by Paulo Freire for the then student and now a pedagogue, Ana Julia. The dialogue about the memory of the activity, which was concerned about investigating the issue of hunger in the municipality, proposed when the student was in her second year of high school, deals with a pedagogical practice that resulted in the enactment of municipal law No. 1,886/2017 whose project was written by students. Lastly, it seeks to discuss the meaning of citizen education and the possible ways for its implementation in schools.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"185 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":"114733399","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.ID464
Lucimar Rosa Dias
The exchange of Pedagogical Letters was part of the activities foreseen in the disciplines of Organization of Pedagogical Work (OTP) and Pedagogical Practice C - Supervised Internship in the School Organization carried out through remote teaching at the Federal University of Parana between April and May 2020. This The initial period was entitled: “The internship as an experience and the trainee subject - or, becoming a pedagogue in the context of the pandemic”, envisaged to encourage students to reflect on themselves and the pedagogical formation and record them in a diary correlating with the texts read during the disciplines and the discussions held in the virtual meetings and at the end there was an exchange between the students of Pedagogical Letters to exchange notes on the experience of the formative process lived up to that moment. The one presented in this text is the Letter from the teacher to the students at the end of this stage, in which she presents the hope built on the experience of sharing training between students and teacher in times of Covid-19 pandemic.
{"title":"ESPERANÇAR NO COLETIVO: CARTA ÀS MINHAS ALUNAS DE ESTÁGIO","authors":"Lucimar Rosa Dias","doi":"10.22476/REVCTED.V6.ID464","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID464","url":null,"abstract":"The exchange of Pedagogical Letters was part of the activities foreseen in the disciplines of Organization of Pedagogical Work (OTP) and Pedagogical Practice C - Supervised Internship in the School Organization carried out through remote teaching at the Federal University of Parana between April and May 2020. This The initial period was entitled: “The internship as an experience and the trainee subject - or, becoming a pedagogue in the context of the pandemic”, envisaged to encourage students to reflect on themselves and the pedagogical formation and record them in a diary correlating with the texts read during the disciplines and the discussions held in the virtual meetings and at the end there was an exchange between the students of Pedagogical Letters to exchange notes on the experience of the formative process lived up to that moment. The one presented in this text is the Letter from the teacher to the students at the end of this stage, in which she presents the hope built on the experience of sharing training between students and teacher in times of Covid-19 pandemic.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"62 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":"116646563","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 : 2020-12-30DOI: 10.22476/REVCTED.V6.ID425
J. V. C. R. Rosa, Marcio Akio Ohira, Ana Lúcia Pereira Baccon, Lucken Bueno Lucas
Initial teacher education is one of the stages of teacher education that contributes to their professional development.This article, therefore, aims to conduct a survey of research on Initial Teacher Education in the last decade.This is a state-of-the-art literature search, conducted from articles published in Qualis / CAPES journals with strata A1 and A2. The results show that the main themes about initial teacher education identified in the articles analyzed in the last decade focus mainly on: Pedagogical Strategies, Information and Communication Technology, Supervised Internship, Professional Identity, Articulation Theory and Practice and Teaching Knowledge. Our results also reveal that Initial Teacher Training is an important step for the student to build some teaching knowledge that contribute to the construction of their professional identity.
{"title":"O ESTADO DA ARTE SOBRE FORMAÇÃO INICIAL DE PROFESSORES","authors":"J. V. C. R. Rosa, Marcio Akio Ohira, Ana Lúcia Pereira Baccon, Lucken Bueno Lucas","doi":"10.22476/REVCTED.V6.ID425","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID425","url":null,"abstract":"Initial teacher education is one of the stages of teacher education that contributes to their professional development.This article, therefore, aims to conduct a survey of research on Initial Teacher Education in the last decade.This is a state-of-the-art literature search, conducted from articles published in Qualis / CAPES journals with strata A1 and A2. The results show that the main themes about initial teacher education identified in the articles analyzed in the last decade focus mainly on: Pedagogical Strategies, Information and Communication Technology, Supervised Internship, Professional Identity, Articulation Theory and Practice and Teaching Knowledge. Our results also reveal that Initial Teacher Training is an important step for the student to build some teaching knowledge that contribute to the construction of their professional identity.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129432404","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 : 2020-12-30DOI: 10.22476/REVCTED.V6.ID382
João Henrique da Silva, Emerson Takumi Yamaguti
The present article analyzes the studies about the development and implementation of Assistive Technology for students with physical disabilities, to show the benefits of AT for teaching and learning, curriculum, and school inclusion. A systematic review was carried out of the articles made available in the SciELO digital library that address the topic of the elaboration, use and implementation of AT for students with physical disabilities in the formal education. The final corpus resulted in eight articles that present several methodologies of AT which made it possible to improve accessibility in teaching and learning, promote autonomy and independence, and foster the functional abilities of students with physical disabilities. However, the studies do not indicate the articulation between AT and school curriculum, although it evidences AT as essential for the promotion of an inclusive school. The conclusion is that assistive technologies are fundamental to remove barriers at different levels and orders, as well as to promote the right to education.
{"title":"REVISÃO SISTEMÁTICA SOBRE TECNOLOGIA ASSISTIVA E DEFICIÊNCIA FÍSICA NA ÁREA DA EDUCAÇÃO","authors":"João Henrique da Silva, Emerson Takumi Yamaguti","doi":"10.22476/REVCTED.V6.ID382","DOIUrl":"https://doi.org/10.22476/REVCTED.V6.ID382","url":null,"abstract":"The present article analyzes the studies about the development and implementation of Assistive Technology for students with physical disabilities, to show the benefits of AT for teaching and learning, curriculum, and school inclusion. A systematic review was carried out of the articles made available in the SciELO digital library that address the topic of the elaboration, use and implementation of AT for students with physical disabilities in the formal education. The final corpus resulted in eight articles that present several methodologies of AT which made it possible to improve accessibility in teaching and learning, promote autonomy and independence, and foster the functional abilities of students with physical disabilities. However, the studies do not indicate the articulation between AT and school curriculum, although it evidences AT as essential for the promotion of an inclusive school. The conclusion is that assistive technologies are fundamental to remove barriers at different levels and orders, as well as to promote the right to education.","PeriodicalId":246505,"journal":{"name":"Critica Educativa","volume":"398 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123391446","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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