{"title":"Tiempo y memoria del Instituto-Escuela","authors":"Encarnación Martínez Alfaro","doi":"10.15304/ie.28.5482","DOIUrl":"https://doi.org/10.15304/ie.28.5482","url":null,"abstract":"","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67377592","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 : 2017-12-20DOI: 10.18224/EDUC.V20I2.6243
Elzimar Pereira Nascimento Ferraz, M. J. S. Pinho
Abstract: the supervised internship in teacher training courses is developed, among other aspects, in the interpersonal relationship generated fundamentally by three subjects: trainee, tutor and supervising teacher. This paper, the result of a document research and a bibliographic study, addresses the subjects of the Pedagogy stage contemplated in the annals of two editions of the ENDIPE (National Meeting of Didactics and Practice of Teaching) and the ANPED (National Association of Research and Graduate Studies in Education). Theoretically, the work was based on Pimenta (2011), Calderano (2013) e Gatti (2010) among others. In the editions 54 productions, specifically on the Internship in Pedagogy, with the trainee present in most of the discussions. Sujeitos do estagio em producoes cientificas de eventos nacionais: ideias e prospectivas Resumo: o estagio supervisionado nos cursos de formacao de professores desenvolve-se, dentre outros aspectos, na relacao interpessoal engendrada fundamentalmente por tres sujeitos: estagiario, professor orientador e professor supervisor. Este artigo, resultado de uma pesquisa documental e um estudo bibliografico, aborda os sujeitos do estagio de Pedagogia contemplados nos anais de duas edicoes do ENDIPE (Encontro Nacional de Didatica e Pratica de Ensino) e da ANPED (Associacao Nacional de Pesquisa e Pos-Graduacao em Educacao). Teoricamente, o trabalho se fundamentou em Pimenta (2011), Calderano (2013), Gatti (2010), entre outros. Nas 54 producoes, especificamente do Estagio em Pedagogia, o sujeito estagiario esta presente na maioria das discussoes.
摘要:教师培训课程的督导实习主要是在实习生、导师和督导教师这三个主体所产生的人际关系中发展起来的。本文是文献研究和书目研究的结果，论述了两个版本的ENDIPE(全国教学与实践会议)和ANPED(全国教育研究与研究生研究协会)编年史中所考虑的教育学阶段的主题。理论上，这项工作是基于Pimenta (2011)， Calderano(2013)和Gatti(2010)等人。在该版本的54部作品中，特别是在教育学实习方面，实习生参加了大部分的讨论。研究对象是研究对象，研究对象是研究对象，研究对象是研究对象，研究对象是研究对象，研究对象是研究对象，研究对象是研究对象，研究对象是研究对象，研究对象是研究对象，研究对象是研究对象。Este artigo, resultado de uma pesquisa文献研究与文献研究，borda os sujeitos do estagio de Pedagogia contemplados anais de dues edicoes do ENDIPE(国家教学与实践协会)and da ANPED(国家教育与研究生协会)。在此基础上研究了Pimenta (2011)， Calderano (2013)， Gatti(2010)，等。共有54种产品，包括《教育农业规范》、《教育农业规范》、《教育农业规范》和《教育农业规范》。
{"title":"Internship Subjects in Scientific Production of National Events: Ideas and Prospects","authors":"Elzimar Pereira Nascimento Ferraz, M. J. S. Pinho","doi":"10.18224/EDUC.V20I2.6243","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6243","url":null,"abstract":"Abstract: the supervised internship in teacher training courses is developed, among other aspects, in the interpersonal relationship generated fundamentally by three subjects: trainee, tutor and supervising teacher. This paper, the result of a document research and a bibliographic study, addresses the subjects of the Pedagogy stage contemplated in the annals of two editions of the ENDIPE (National Meeting of Didactics and Practice of Teaching) and the ANPED (National Association of Research and Graduate Studies in Education). Theoretically, the work was based on Pimenta (2011), Calderano (2013) e Gatti (2010) among others. In the editions 54 productions, specifically on the Internship in Pedagogy, with the trainee present in most of the discussions. Sujeitos do estagio em producoes cientificas de eventos nacionais: ideias e prospectivas \u0000 \u0000Resumo: o estagio supervisionado nos cursos de formacao de professores desenvolve-se, dentre outros aspectos, na relacao interpessoal engendrada fundamentalmente por tres sujeitos: estagiario, professor orientador e professor supervisor. Este artigo, resultado de uma pesquisa documental e um estudo bibliografico, aborda os sujeitos do estagio de Pedagogia contemplados nos anais de duas edicoes do ENDIPE (Encontro Nacional de Didatica e Pratica de Ensino) e da ANPED (Associacao Nacional de Pesquisa e Pos-Graduacao em Educacao). Teoricamente, o trabalho se fundamentou em Pimenta (2011), Calderano (2013), Gatti (2010), entre outros. Nas 54 producoes, especificamente do Estagio em Pedagogia, o sujeito estagiario esta presente na maioria das discussoes.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"37 1","pages":"431-446"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90094212","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 : 2017-12-20DOI: 10.18224/EDUC.V20I2.6247
M. Silva
{"title":"Education, Citizenship and the Environment","authors":"M. Silva","doi":"10.18224/EDUC.V20I2.6247","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6247","url":null,"abstract":"","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"29 1","pages":"485-498"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81389806","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 : 2017-12-20DOI: 10.18224/EDUC.V20I2.6250
Daniela da Costa Britto Pereira Lima, Emanoela Celestino Almeida Ramos, M. Desidério
Abstract: this article aims to present the results of the research carried out with the objective of analyzing distance education (DE) and the need for a new didactic in virtual learning environments. In bibliographical and documentary research, the focus was on theorists as Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), among others, and on the legislation governing this modality of teaching. The text concludes with considerations about didactics in DE and the importance of teacher mediation in virtual learning environments and that in teacher formation digital technologies are understood as a mediated action in a didactic perspective that surpasses the instrumental model. Educacao a distância e formacao do professor: por uma didatica possivel Resumo: este artigo tem como objetivo apresentar resultados da pesquisa realizada com o objetivo de analisar a educacao a distância (EaD) e a necessidade de uma nova didatica nos ambientes virtuais de aprendizagem (AVA). Na pesquisa bibliografica e documental, o foco recaiu sobre teoricos como Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), entre outros, e sobre a legislacao que rege essa modalidade de ensino. Conclui-se o texto com consideracoes acerca da didatica na EaD e da importância da mediacao docente nos AVA e de que na formacao de professores as tecnologias digitais sejam compreendidas como uma acao mediatizada numa perspectiva didatica que supera o modelo instrumental.
{"title":"Distance Education and Teacher Formation: by a Possible Didactics","authors":"Daniela da Costa Britto Pereira Lima, Emanoela Celestino Almeida Ramos, M. Desidério","doi":"10.18224/EDUC.V20I2.6250","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6250","url":null,"abstract":"Abstract: this article aims to present the results of the research carried out with the objective of analyzing distance education (DE) and the need for a new didactic in virtual learning environments. In bibliographical and documentary research, the focus was on theorists as Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), among others, and on the legislation governing this modality of teaching. The text concludes with considerations about didactics in DE and the importance of teacher mediation in virtual learning environments and that in teacher formation digital technologies are understood as a mediated action in a didactic perspective that surpasses the instrumental model. \u0000 \u0000 Educacao a distância e formacao do professor: por uma didatica possivel \u0000 \u0000Resumo: este artigo tem como objetivo apresentar resultados da pesquisa realizada com o objetivo de analisar a educacao a distância (EaD) e a necessidade de uma nova didatica nos ambientes virtuais de aprendizagem (AVA). Na pesquisa bibliografica e documental, o foco recaiu sobre teoricos como Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), entre outros, e sobre a legislacao que rege essa modalidade de ensino. Conclui-se o texto com consideracoes acerca da didatica na EaD e da importância da mediacao docente nos AVA e de que na formacao de professores as tecnologias digitais sejam compreendidas como uma acao mediatizada numa perspectiva didatica que supera o modelo instrumental.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"25 1","pages":"469-484"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79438495","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 : 2017-12-20DOI: 10.18224/EDUC.V20I2.6239
C. Silva, Marilza Vanessa Rosa Suanno
Abstract: this essay presents two teaching projects developed during the mandatory Internship Curriculum in the Education undergraduate course at Universidade Federal de Goias. These two projects are also articulated to the results of two previous researches (SILVA, 2009); SUANNO, 2015) about teaching according to a phenomenological, complex and transdiciplinarian approach. It proposes teaching and learning to be considered as “art masterpieces”, living and critic-reflective experiences, fruit of a collective creation permeated by dialogue from emerging paradigms and epistemologies that promote the lengthening of comprehension and perception about knowledge and the human intelectual dimension that give meaning to life. Perspectivas Emergentes no Estagio Curricular Obrigatorio do Curso de Pedagogia Resumo: este artigo apresenta a analise de dois Projetos de Ensino desenvolvidos no Estagio Curricular Obrigatorio do Curso de Pedagogia da Universidade Federal de Goias e se articulam aos resultados de duas pesquisas (SILVA, 2009; SUANNO, 2015) sobre ensinar e aprender na perspectiva da Fenomenologia, Complexidade e Transdisciplinaridade. Propoe pensar a aprendizagem e a ensinagem como "obra de arte", vivencia e experiencia critico-reflexiva, fruto de criacao coletiva perpassada pelo dialogo a partir de paradigmas e epistemologias emergentes para ampliar a compreensao e percepcao sobre o conhecimento e a dimensao intelectual e humana que dao sentidos a vida.
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Pub Date : 2017-12-20DOI: 10.18224/EDUC.V20I2.6234
Valdeniza Maria Lopes da Barra
Abstract: it is a historical exercise that selects the documentary and bibliographical studies to think the formation of teachers for the initial years of schooling from the practice of teaching/internship. It is organized in three historical moments. The first occurs in the nineteenth century when normal schools arise, and these were annexed to the so-called model schools, a space where the practical training of primary teachers would be given. Already, the second, is delimited by the years 1930 and 1940, period in which Pedagogy becomes a course of higher education and the colleges of application arise as a space for practical training of degrees. The third is at the end in the 1960s, through Resolution No. 9/69, which established that teaching practice should be conducted as a supervised internship in the community schools themselves. Once this historical itinerary has been fulfilled, the text highlights some of the concerns derived from the act of thinking and performing the internship in schools and the engenderings involved. Pegadas historicas da pratica de ensino e questoes atuais do estagio na formacao de professores Resumo: trata-se de um exercicio historico que elege os estudos documental e bibliografico para pensar a formacao de professores para os anos iniciais da escolarizacao a partir da pratica de ensino/estagio. Organiza-se em tres momentos historicos. O primeiro se da no seculo XIX quando surgem as escolas normais, sendo que a estas eram anexadas as denominadas escolas modelo, espaco onde se daria a formacao pratica de professores primarios. Ja, o segundo, e delimitado pelos anos 1930 e 1940, periodo em que a Pedagogia se torna curso do ensino superior e os colegios de aplicacao surgem como espaco de formacao pratica das licenciaturas. O terceiro se da no final nos anos 1960, por meio da Resolucao No 9/69, que estabelecia que a pratica de ensino deveria ser realizada na forma de estagio supervisionado nas proprias escolas da comunidade. Cumprido o referido itinerario historico, o texto destaca algumas inquietacoes derivadas do ato de pensar e realizar o estagio nas escolas e os engendramentos ai implicados.
摘要:选择文献资料和文献资料研究，从教学/实习实践的角度来思考初教教师的形成是一种历史实践。它被组织在三个历史时刻。第一次发生在19世纪，师范学校出现了，这些学校附属于所谓的模范学校，一个为小学教师提供实践培训的空间。第二次是1930年和1940年，在这段时间教育学成为高等教育的一门课程，应用学院成为学位实践培训的场所。第三次是在1960年代末通过第9/69号决议，该决议规定教学实践应在社区学校本身作为有监督的实习进行。一旦这一历史行程已经完成，文本强调了一些来自思考和执行在学校实习的行为和所涉及的产生的担忧。Pegadas historicas da pratica教学e questoes atuais做estagio na formacao德教授Resumo: trata-se de嗯exercicio historico, elege os estudos公文的e bibliografico对位思考formacao德教授para os岁iniciais da escolarizacao从da pratica教学/ estagio。组织——记录历史时刻。1 . pripriiro se da no seculo . (19) quando外科医生作为escolas normmais, sendo que a estas eram和exexadas denominadas escolas modelo, espaco onderia和formacao practicatica de教授primarios。因此，从1930年到1940年，我们的教学领域一直在不断发展，我们的教学领域也在不断发展，我们的大学也在不断发展，我们的大学也在不断发展，我们的大学也在不断发展。根据第9/69号决议，从1960年12月1日起，根据第9/69号决议的规定，建立一种新的监督机制，以实现一种新的监督机制，即建立一种新的监督机制，即建立一种新的监督机制。相对于参考演算历史、文本演算和派生演算的演算过程，本文认为演算的演算过程和演算过程的演算过程是相互关联的。
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Pub Date : 2017-12-20DOI: 10.18224/EDUC.V20I2.6242
Vanessa Gabassa, Carime Rossi Elias, V. Girotto
Abstract: the article presents the results of the analysis of two supervised internship experiences carried out in non-conventional educational sites. It is a documentary research whose corpus consisted of reports written by interns of the Graduate School of Education. Three categories came out of the material analysis: a) usefulness / functionality of the internship in non-educational contexts; b) differentiating elements (compared to schools) found at the internship sites c) feelings associated with the experience gained in the internship. The results show that the internship in teachers’ education and training can also be thought of from non-conventional educational sites. O estagio nao convencional e suas contribuicoes a formacao docente Resumo: o artigo apresenta resultados da analise de duas experiencias de estagio supervisionado realizadas em espacos educativos nao convencionais. Trata-se de pesquisa documental cujo corpus consistiu em relatorios elaborados por estagiarios do Curso de Pedagogia. Da analise do material decorreram tres categorias: a) utilidade/funcionalidade da realizacao do estagio em contexto nao escolar; b) elementos diferenciadores (comparados com a escola) encontrados no campo de estagio e c) sentimentos associados a experiencia vivida no estagio. Os resultados mostram que o estagio na formacao docente pode ser pensado tambem a partir de espacos educativos nao convencionais.
文摘:本文介绍了在非常规教育场所进行的两次监督实习经历的分析结果。这是一项文献研究，其语料库由教育研究生院实习生撰写的报告组成。材料分析得出三个类别:a)非教育背景下实习的有用性/功能性;B)在实习地点发现的区别因素(与学校相比)c)与实习经验相关的感受。结果表明，教师教育培训中的实习也可以从非传统的教育场所考虑。3 .建立和完善传统教育体系;建立和完善传统教育体系;建立和完善传统教育体系;建立和完善传统教育体系;建立和完善传统教育体系;《教育理论》是由《教育理论与发展的关系》组成的文献语料库。材料装饰的数据分析分三大类:a)实用/功能验证数据实现;B)不同的元素(comparados com a escola) encontros no campo de estagio; c)情感(sentitos associados a expericia vivida no estagio)。其结果是建立了一种最基本的模式，即在空间教育和会议方面建立了一种最基本的模式。
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Pub Date : 2017-12-20DOI: 10.18224/EDUC.V20I2.6236
M. Rodrigues, Maria do Rosário Teles de Farias, Janaína Cristina de Jesus
Abstract: this present article discourse about the internship developed with students of the Pedagogy course of the College of Education of the Federal University of Goias (FE/UFG), in the Education Youths and Adults in Education institutions of the Municipal General office of Education of Goiania. It presents reflections on the specificity of this teaching modality, and of as the stage it can contribute to the educators' initial and continuous formation, providing the action-reflection-action on the daily demands that are put by the school context and choosing the dialogue as one of the ways for the development of a process teaching-learning significant. Estagio no ensino fundamental de Jovens e Adultos: reflexoes sobre acesso e permanencia Resumo: o presente artigo discorre sobre o trabalho de estagio desenvolvido com discentes do curso de Pedagogia da Faculdade de Educacao da Universidade Federal de Goias (FE/UFG), na Educacao de Jovens e Adultos em instituicoes educacionais da Secretaria Municipal de Educacao de Goiânia (SME). Apresenta reflexoes sobre a especificidade desta modalidade de ensino, e de como o estagio pode contribuir para a formacao inicial e continuada dos educadores, proporcionando a acao-reflexao-acao sobre as demandas diarias que sao postas pelo contexto escolar e elegendo o dialogo como um dos caminhos para o desenvolvimento de um processo ensino-aprendizagem significativo.
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Pub Date : 2017-12-20DOI: 10.18224/EDUC.V20I2.6241
Dalva Eterna Gonçalves Rosa, A. Magalhães
Abstract: this essay’s main objective is to present some of the results from a research which investigated the investigated the Mandatory Internship in Mathematics undergraduate teaching courses at a public university in the state of Goias. Its goals were to comprehend how this specific curricular component encouraged the teachers-to-be’s reflective practices. The subjects analyzed were seven professors from the Mathematics teacher training program in seven different university units. They worked with MI in 2008 or 2009. The theoretical and methodological qualitative approach made this paper, and its documental analysis of surveys and reflective intervivews, possible. The context and data diagnosed that, on Mathematics teacher training undergraduate courses, the development of reflective teaching practices are still timid and isolated. Reflexoes sobre o estagio supervisionado nos cursos de Licenciatura em Matematica Resumo: este artigo tem o objetivo de apresentar alguns resultados de pesquisa realizada sobre o Estagio Supervisionado nos Cursos de licenciatura em matematica de uma universidade publica do estado de Goias. O objetivo da pesquisa foi compreender se esse componente curricular tem provocado a pratica reflexiva dos licenciandos. Os sujeitos foram sete professores de licenciatura em matematica de sete unidades universitarias dessa instituicao, que trabalharam com o Estagio Supervisionado em 2008 ou 2009. O enfoque teorico-metodologico qualitativo possibilitou a analise documental, de questionarios e entrevistas de carater reflexivo. No contexto investigado, acoes para o desenvolvimento de praticas reflexivas na formacao de professores de Matematica ainda sao timidas e isoladas.
摘要:本文的主要目的是介绍一项研究的一些结果，该研究调查了戈亚斯州一所公立大学数学本科教学课程的强制性实习。它的目标是理解这个特定的课程组成部分如何鼓励未来教师的反思实践。分析的对象是来自七个不同大学单元的数学教师培训计划的七位教授。他们在2008年或2009年与MI合作。理论和方法论的定性方法使本文及其对调查和反思性访谈的文献分析成为可能。本文的背景和数据诊断表明，在本科数学教师培养课程中，反思性教学实践的发展仍然是胆怯和孤立的。本文介绍了一种新型的数学教学方法，即数学教学方法、数学教学方法、数学教学方法和数学教学方法。O objetivo da尽管信息自由compreender se存在componente课程tem provocado一pratica reflexiva dos licenciandos。2008年至2009年期间，共有6名学生获得了大学数学专业教授的许可，并获得了大学数学专业的许可。在分析文献、调查问卷和企业文化反思方面，运用实证方法和定性方法的可能性。在没有背景调查的情况下，对实践的反思性进行了深入的研究，并对数学和数学教授进行了分析。
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Pub Date : 2017-12-20DOI: 10.18224/EDUC.V20I2.6244
B. Fichtner
Abstract: the article discusses social exclusion by problematizing the way in which this concept has been treated in the Human Sciences. The analysis develops from brief outline on the antinomies of modern society and current trends in the human sciences to then present a reflection on the relationships between everyday life and modern society. Finally, he discusses the potential of Vygotsky's proposal as an emancipatory alternative. It is concluded that Vygotsky opens perspectives for a qualitatively new theoretical understanding of what is deficiency and about the different practical and therapeutic experiences as a system Exclusao social e inclusao social: a procura de uma alternativa emancipatoria nas Ciencias Humanas Resumo: o artigo discute a exclusao social problematizando a forma pela qual este conceito tem sido tratado nas Ciencias Humanas. A analise se desenvolve a partir de breve esboco sobre as antinomias da sociedade moderna e as tendencias atuais nas ciencias humanas para, em seguida, apresentar uma reflexao sobre as relacoes entre vida cotidiana e sociedade moderna. Por fim discute o potencial da proposta de Vigotski como alternativa emancipatoria. Conclui-se que Vigotski abre perspectivas para uma compreensao teorica qualitativamente nova sobre o que e deficiencia e sobre as diferentes experiencias praticas e terapeuticas como sistema.
摘要:本文通过对社会排斥这一概念在人文科学中的处理方式提出质疑来讨论社会排斥。分析从对现代社会的二律背反和当前人文科学趋势的简要概述出发，进而对日常生活与现代社会的关系进行反思。最后，他讨论了维果茨基的提议作为一种解放的替代方案的潜力。本文认为，维果茨基开辟了一个新的视角，从理论上理解什么是缺陷，并将不同的实践经验和治疗经验作为一个系统，作为一个系统，排除社会，包括社会:一种人类科学的替代解放，一种人类科学的替代解放，一种形式的社会问题，一种形式的社会平等，一种形式的社会问题，一种形式的社会问题，一种形式的社会问题，一种形式的社会问题，一种形式的社会问题，一种形式的社会问题，一种形式的社会问题。一种分析方法涉及到以下几个方面:一种是社会主义，一种是反社会主义，一种是社会主义，一种是社会主义，一种是社会主义，一种是社会主义，一种是社会主义，一种是社会主义，一种是社会主义，一种是社会主义。本文讨论了维戈茨基提出的一种潜在的自由主义替代方案。Conclui-se, Vigotski abre perspectivas对位乌玛compreensao teorica qualitativamente新星尤其o e deficiencia e尤其不同的experiencias praticas e terapeuticas科莫sistema。
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