{"title":"Projeto: Um grupo chamado Decisão!","authors":"L. Campos, Berilo Luigi Deiró Nosella","doi":"10.29327/15648.1-3","DOIUrl":"https://doi.org/10.29327/15648.1-3","url":null,"abstract":"","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82122813","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}
Caio César Silva Rocha, Alberto Ferreira da Rocha Junior
{"title":"Quem tem medo das “bee”? teatro e diversidade sexual na Educação Básica","authors":"Caio César Silva Rocha, Alberto Ferreira da Rocha Junior","doi":"10.29327/15648.1-1","DOIUrl":"https://doi.org/10.29327/15648.1-1","url":null,"abstract":"","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88295027","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 : 2018-05-02DOI: 10.22633/rpge.v22.n2.maio/ago.2018.11281
Vagner Ramos Santana
Democratic management can be considered as a means by which all the segments that make up the educational process participate in defining the directions that the school intends to follow. Democratic management brings with it the need for a democratic stance. And this posture reveals a way of looking at education and teaching, where the Public Power, the school community and the local community together will be attuned to guarantee the quality of the process. It is important to emphasize that the school must assume a posture of social quality, which attentive to the development of the social being in all its dimensions: in the economic, insertion in the world of work; in the cultural, appropriation, development and systematization of popular culture and universal culture; in the political, emancipation of the citizen.
{"title":"Gestão democrática nas escolas","authors":"Vagner Ramos Santana","doi":"10.22633/rpge.v22.n2.maio/ago.2018.11281","DOIUrl":"https://doi.org/10.22633/rpge.v22.n2.maio/ago.2018.11281","url":null,"abstract":"Democratic management can be considered as a means by which all the segments that make up the educational process participate in defining the directions that the school intends to follow. Democratic management brings with it the need for a democratic stance. And this posture reveals a way of looking at education and teaching, where the Public Power, the school community and the local community together will be attuned to guarantee the quality of the process. It is important to emphasize that the school must assume a posture of social quality, which attentive to the development of the social being in all its dimensions: in the economic, insertion in the world of work; in the cultural, appropriation, development and systematization of popular culture and universal culture; in the political, emancipation of the citizen.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312945","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 : 2018-01-01DOI: 10.22633/RPGE.V22.NESP1.2018.10785
M. Masson, Maria Teresa Vianna Van Acker
The article discusses the management of education from the debate on the democratic management of social institutions, in particular, the school. It reflects on the changes that have occurred in the school due to the presence of new students belonging to the subaltern classes and the possibility of the democratic management of teaching being an important instrument for overcoming school failure. It discusses aspects of Brazilian legislation on the theme and the possibilities arising from the growth of political conservatism oppose initiatives to democratic management of education.
{"title":"Educação escolar e gestão democrática do ensino: perspectivas","authors":"M. Masson, Maria Teresa Vianna Van Acker","doi":"10.22633/RPGE.V22.NESP1.2018.10785","DOIUrl":"https://doi.org/10.22633/RPGE.V22.NESP1.2018.10785","url":null,"abstract":"The article discusses the management of education from the debate on the democratic management of social institutions, in particular, the school. It reflects on the changes that have occurred in the school due to the presence of new students belonging to the subaltern classes and the possibility of the democratic management of teaching being an important instrument for overcoming school failure. It discusses aspects of Brazilian legislation on the theme and the possibilities arising from the growth of political conservatism oppose initiatives to democratic management of education.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312986","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 : 2017-12-01DOI: 10.22633/RPGE.V21.N.ESP3.2017.10073
Melanie Retz Godoy dos Santos Zwicker
Human development is largely linked to the technologies and the accumulated knowledge of the time. The human being makes instruments, manufactures appliances, coexists with a certain technique that makes a peculiar circumstance. Technology and society are inextricably linked to the Internet, also called web 2.0, and it is the most evident expression of our socio-cultural and technological moment. This communication technology, which was revolutionary, is now strongly rooted in daily activities, invading life in many ways. The objective of this research was to show, through a case study with in-depth interviews with network users, the changes caused by it - new relations with time and space, forms of sociability, access to large amounts of information and interactivity - they changed radically habits and behaviors, ways to communicate, interact and learning and created an extreme dependency relationship with this medium. As a result, the internet is increasingly in memory of its members in their memories and individual experiences and it also has a great influence on the formation of social memory. By changing the everyday life and its communication processes, it also changes ways of thinking, worldviews and plays an important role in the creation, maintenance and development of the symbolic life, which contributes to the formation of collective memory. Internet lives in a kind of feedback loop with the collective memory: influences the memories of its members and at the same time, feeds repeatedly imaginary and social memory.
{"title":"Internet, memória e aprendizagem: tecnologias digitais e implicações na memória","authors":"Melanie Retz Godoy dos Santos Zwicker","doi":"10.22633/RPGE.V21.N.ESP3.2017.10073","DOIUrl":"https://doi.org/10.22633/RPGE.V21.N.ESP3.2017.10073","url":null,"abstract":"Human development is largely linked to the technologies and the accumulated knowledge of the time. The human being makes instruments, manufactures appliances, coexists with a certain technique that makes a peculiar circumstance. Technology and society are inextricably linked to the Internet, also called web 2.0, and it is the most evident expression of our socio-cultural and technological moment. This communication technology, which was revolutionary, is now strongly rooted in daily activities, invading life in many ways. The objective of this research was to show, through a case study with in-depth interviews with network users, the changes caused by it - new relations with time and space, forms of sociability, access to large amounts of information and interactivity - they changed radically habits and behaviors, ways to communicate, interact and learning and created an extreme dependency relationship with this medium. As a result, the internet is increasingly in memory of its members in their memories and individual experiences and it also has a great influence on the formation of social memory. By changing the everyday life and its communication processes, it also changes ways of thinking, worldviews and plays an important role in the creation, maintenance and development of the symbolic life, which contributes to the formation of collective memory. Internet lives in a kind of feedback loop with the collective memory: influences the memories of its members and at the same time, feeds repeatedly imaginary and social memory.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47261372","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 : 2017-12-01DOI: 10.22633/RPGE.V21.N.ESP3.2017.10095
Louise Alessandra Santos do Carmo Paz
The new information and communication technologies (ICTs) are part of the daily life of the students, but not always of the teachers. In order for a paradigm change in the teacher´s role, from producer to knowledge mediator, it is necessary to develop new skills to teach, emphasizing computational thinking. This article reports the experience of an introduction to the new ICTs course, which was offered as continuing education for teachers, using a methodology based on the andragonic model, placing them as collaborators and creators of their knowledge, co-responsible for the directions of their teaching learning process.
{"title":"O pensamento computacional e a formação continuada de professores: uma experiência com as TICs","authors":"Louise Alessandra Santos do Carmo Paz","doi":"10.22633/RPGE.V21.N.ESP3.2017.10095","DOIUrl":"https://doi.org/10.22633/RPGE.V21.N.ESP3.2017.10095","url":null,"abstract":"The new information and communication technologies (ICTs) are part of the daily life of the students, but not always of the teachers. In order for a paradigm change in the teacher´s role, from producer to knowledge mediator, it is necessary to develop new skills to teach, emphasizing computational thinking. This article reports the experience of an introduction to the new ICTs course, which was offered as continuing education for teachers, using a methodology based on the andragonic model, placing them as collaborators and creators of their knowledge, co-responsible for the directions of their teaching learning process.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312503","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 : 2017-11-01DOI: 10.22633/RPGE.V21.N.ESP2.2017.10371
Manoel Pineo de Sousa, M. Lima, Regiane Rodrigues Araújo
O texto apresenta uma reflexao sobre os processos inclusivos na Educacao O texto apresenta uma reflexao sobre os processos inclusivos na Educacao Escolar e na Universidade. Uma questao orienta a pesquisa: como e feito a inclusao de alunos no Ensino Medio e na Universidade? Partindo da complexidade do contexto social, diante da proposta da educacao de qualidade para todos, o texto tem como objetivos levantar o debate sobre as possibilidades e limites da educacao de qualidade para todos, fazer uma revisao tecnica que de subsidios para a discussao e refletir sobre o trabalho dos professores da Educacao Basica e da Universidade diante dos alunos com deficiencias nas salas de aula. Para tanto, tivemos como recurso metodologico a pesquisa bibliografica e documental e dialogo com os professores. Com a utilizacao de autores como: Carneiro (2013), Magalhaes (2002), Minayo (2010), Pimenta (2014), Mantoan (2006), Dorziat (2011), entre outros, o texto aponta para a necessidade de efetivacao das politicas de inclusao e principalmente das condicoes objetivas de trabalho e formacao. E preciso incentivo na pesquisa e nos processos formativos para a efetivacao das politicas de inclusao.
{"title":"Entre a exigência de qualidade no trabalho pedagógico e a inclusão de alunos com deficiência no ensino médio e na universidade","authors":"Manoel Pineo de Sousa, M. Lima, Regiane Rodrigues Araújo","doi":"10.22633/RPGE.V21.N.ESP2.2017.10371","DOIUrl":"https://doi.org/10.22633/RPGE.V21.N.ESP2.2017.10371","url":null,"abstract":"O texto apresenta uma reflexao sobre os processos inclusivos na Educacao O texto apresenta uma reflexao sobre os processos inclusivos na Educacao Escolar e na Universidade. Uma questao orienta a pesquisa: como e feito a inclusao de alunos no Ensino Medio e na Universidade? Partindo da complexidade do contexto social, diante da proposta da educacao de qualidade para todos, o texto tem como objetivos levantar o debate sobre as possibilidades e limites da educacao de qualidade para todos, fazer uma revisao tecnica que de subsidios para a discussao e refletir sobre o trabalho dos professores da Educacao Basica e da Universidade diante dos alunos com deficiencias nas salas de aula. Para tanto, tivemos como recurso metodologico a pesquisa bibliografica e documental e dialogo com os professores. Com a utilizacao de autores como: Carneiro (2013), Magalhaes (2002), Minayo (2010), Pimenta (2014), Mantoan (2006), Dorziat (2011), entre outros, o texto aponta para a necessidade de efetivacao das politicas de inclusao e principalmente das condicoes objetivas de trabalho e formacao. E preciso incentivo na pesquisa e nos processos formativos para a efetivacao das politicas de inclusao.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47582899","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 : 2017-11-01DOI: 10.22633/RPGE.V21.N3.2017.10285
Patrícia Pereira
The article discusses educational actions planned intentionally with the use of games like Trigger learning Situation for internalisation of theoretical knowledge through the action and reflection as a result of mediation. Participants were 8 children of 2nd year of elementary school, selected by the teacher of the class. The investigative procedure took as a reference using a Guiding teaching Activity, through Being Learning Situations, verifying that the game, when used under the historical-cultural approach, triggers learning some concepts inherent in the operations of addition and subtraction. To this end, the games used CUBRA A SOMA and FECHE A CAIXA. The study consisted of five teaching activities with each game. The results indicated that the mediations, associated with the motivation of children, during the Teaching activity, can provide the development of highter psychological functions.
本文讨论了利用《Trigger learning Situation》等游戏有意策划的教育行动，通过行动和反思来实现理论知识的内化。参与者是8名小学二年级的孩子，由班级老师挑选。以“指导性教学活动”为参照的调查程序，通过“存在学习情境”验证了在历史文化方法下使用游戏可以触发对加减法运算中固有概念的学习。为此，游戏使用了CUBRA A SOMA和FECHE A CAIXA。该研究包括五个教学活动，每个游戏。结果表明，在教学活动中，与儿童动机相关的中介可以提供高级心理功能的发展。
{"title":"Jogos matemáticos e mediação docente","authors":"Patrícia Pereira","doi":"10.22633/RPGE.V21.N3.2017.10285","DOIUrl":"https://doi.org/10.22633/RPGE.V21.N3.2017.10285","url":null,"abstract":"The article discusses educational actions planned intentionally with the use of games like Trigger learning Situation for internalisation of theoretical knowledge through the action and reflection as a result of mediation. Participants were 8 children of 2nd year of elementary school, selected by the teacher of the class. The investigative procedure took as a reference using a Guiding teaching Activity, through Being Learning Situations, verifying that the game, when used under the historical-cultural approach, triggers learning some concepts inherent in the operations of addition and subtraction. To this end, the games used CUBRA A SOMA and FECHE A CAIXA. The study consisted of five teaching activities with each game. The results indicated that the mediations, associated with the motivation of children, during the Teaching activity, can provide the development of highter psychological functions.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312933","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 : 2017-11-01DOI: 10.22633/RPGE.V21.N.ESP2.2017.10172
Edileuza Lima Freire, Anaísa Alves de Moura, Neudiane Moreira Felix
This paper has the educational development of deaf community as main subject through its fights and as main objective to emphasize the importance of bilingual schools installation in Brazil. Theoretical background has been took from authors like Kyle (1999), Quadros (2009, 2004), Skliar (1997) and others. This study is a qualitative approach like a reflexive literature review, made since of readings and deepening in current literature about the theme, between January and May 2017. Results show that scholar institutions must adapt themselves in order to increase the educational valorization of the deaf, to increase their cognitive, social and intellectual development. Bilingual schools prioritize the Brazilian Sign Language (BSL) as primary language and the written Portuguese as the second language to the deaf students. Unlike the inclusive schools that insert deaf students among listeners students in a mixed classroom where the primary language is the Portuguese and the second one is BSL, and the interpreter becomes the mediator between the deaf student and the others, hindering the learning of the deaf. It is considered that bilingual schools are able to prepare their students to life through structured teaching based on the sign language, from the use of the language properties of the BSL, facilitating the development and learning of the deaf student in the classroom.
{"title":"Escolas Bilingues para surdos no Brasil: uma luta a ser conquistada","authors":"Edileuza Lima Freire, Anaísa Alves de Moura, Neudiane Moreira Felix","doi":"10.22633/RPGE.V21.N.ESP2.2017.10172","DOIUrl":"https://doi.org/10.22633/RPGE.V21.N.ESP2.2017.10172","url":null,"abstract":"This paper has the educational development of deaf community as main subject through its fights and as main objective to emphasize the importance of bilingual schools installation in Brazil. Theoretical background has been took from authors like Kyle (1999), Quadros (2009, 2004), Skliar (1997) and others. This study is a qualitative approach like a reflexive literature review, made since of readings and deepening in current literature about the theme, between January and May 2017. Results show that scholar institutions must adapt themselves in order to increase the educational valorization of the deaf, to increase their cognitive, social and intellectual development. Bilingual schools prioritize the Brazilian Sign Language (BSL) as primary language and the written Portuguese as the second language to the deaf students. Unlike the inclusive schools that insert deaf students among listeners students in a mixed classroom where the primary language is the Portuguese and the second one is BSL, and the interpreter becomes the mediator between the deaf student and the others, hindering the learning of the deaf. It is considered that bilingual schools are able to prepare their students to life through structured teaching based on the sign language, from the use of the language properties of the BSL, facilitating the development and learning of the deaf student in the classroom.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565635","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 : 2017-11-01DOI: 10.22633/RPGE.V21.N.ESP2.2017.10173
M. Silva, T. S. A. M. Brabo, A. Morais
This article, resulted of an interdisciplinary research entitled, funded by the Foundation for Research Support of the State of Sao Paulo (FAPESP) has an objective, in relation to teacher formation, the counterpoints presented to the proposal of (re)education in values of the human rights education, specifically to the themes of gender and sexuality, amid the contemporary political conjuncture. Developed from a bibliographical review and documentary analysis, the text is divided into three parts: firstly, is discussed the affirmation of the human rights education in the brazilian educational system, addressing its historical trajectory with the articulations for the formation of professionals for exercise it. Then, briefly recalling the achievements of the Feminist and LGBT movements for formal and full recognition of their rights, is highlighted the impasses for the consolidation of the human rights education that contemplate gender and sexuality, given the creation of the "gender ideology" on the reactionary moviment that the public policies have suffered in recent years. Finally, appropriating the cognitive theory of moral development, it is proposed a reflection on the influence of religiosity when it is dogmatically and literally processed, among the various cultural aspects, in the Brazilian moral formation, which is evidenced as one of the responsible factors by the counterpoints to the human rights education and, thus, reflecting the political scenario of indifference to historical struggles, the process of empowering subjects of rights and interfering in the laic and democratic nature of the country.
{"title":"Educação em direitos humanos e desenvolvimento moral na formação docente: a influência da religiosidade em tempos de “ideologia de gênero”","authors":"M. Silva, T. S. A. M. Brabo, A. Morais","doi":"10.22633/RPGE.V21.N.ESP2.2017.10173","DOIUrl":"https://doi.org/10.22633/RPGE.V21.N.ESP2.2017.10173","url":null,"abstract":"This article, resulted of an interdisciplinary research entitled, funded by the Foundation for Research Support of the State of Sao Paulo (FAPESP) has an objective, in relation to teacher formation, the counterpoints presented to the proposal of (re)education in values of the human rights education, specifically to the themes of gender and sexuality, amid the contemporary political conjuncture. Developed from a bibliographical review and documentary analysis, the text is divided into three parts: firstly, is discussed the affirmation of the human rights education in the brazilian educational system, addressing its historical trajectory with the articulations for the formation of professionals for exercise it. Then, briefly recalling the achievements of the Feminist and LGBT movements for formal and full recognition of their rights, is highlighted the impasses for the consolidation of the human rights education that contemplate gender and sexuality, given the creation of the \"gender ideology\" on the reactionary moviment that the public policies have suffered in recent years. Finally, appropriating the cognitive theory of moral development, it is proposed a reflection on the influence of religiosity when it is dogmatically and literally processed, among the various cultural aspects, in the Brazilian moral formation, which is evidenced as one of the responsible factors by the counterpoints to the human rights education and, thus, reflecting the political scenario of indifference to historical struggles, the process of empowering subjects of rights and interfering in the laic and democratic nature of the country.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312489","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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