Design Colaborativo em Literacia de Dados no Complexo do Alemão: Uma Abordagem Inspirada no Método Paulo Freire
Resumo
Este artigo apresenta o desenho de uma investigação etnográfica por meio da pesquisa-ação, para propor um design educacional participativo para o ensino-aprendizagem de literacia de dados (LD). Nos inspiramos no método Paulo Freire, colaborativo em sua filosofia e design. A proposta une universidades, movimentos sociais, poder público e o território do Complexo do Alemão, passando por etapas dos círculos de cultura. O design baseado em ativos (DBA) será a abordagem epistemológica para a construção e para a avaliação de uma metodologia. Os círculos de cultura se realizarão na Nave Nova Brasília, no Rio de Janeiro, podendo se estender a outros coletivos.
Palavras-chave:
Literacia de dados, metodologia, design, design instrucional, métodos participativos, design baseado em ativos, comunidades marginalizadas
Referências
Bay, J. and Atherton, R. (2021). Rhetorics of data in nonprofit settings: How community engagement pedagogies can enact social justice. Computers and Composition, 61:102656. Rhetorics of Data: Collection, Consent, Critical Digital Literacies.
Benjamin, R. (2023). Race after technology. In Social Theory Re-Wired, pages 405–415. Routledge.
Bhargava, R., Deahl, E., Letouzé, E., Noonan, A., Sangokoya, D., and Shoup, N. (2015). Beyond data literacy: Reinventing community engagement and empowerment in the age of data. MIT Libraries.
Bhargava, R. and D’Ignazio, C. (2015). Designing tools and activities for data literacy learners. In Workshop on data literacy, Webscience.
Bhargava, R., Kadouaki, R., Bhargava, E., Castro, G., and D’Ignazio, C. (2016). Data murals: Using the arts to build data literacy. The Journal of Community Informatics, 12(3).
Brasil, C. (2022). 4 em cada 10 brasileiros afirmam receber fake news diariamente. Acesso em 23 de janeiro de 2024.
Castro-Gómez, S. and Grosfoguel, R. (2007). Colonialidad del poder y clasificación social. In Castro-Gómez, S. and Grosfoguel, R., editors, El giro decolonial. Reflexiones para una diversidad epistémica más allá dela capitalismo global, page 33. Siglo del Hombre Editores, Bogota D.C.
Cho, A., Herrera, R. G., Chaidez, L., and Uriostegui, A. (2019). The ”comadre” project: An asset-based design approach to connecting low-income latinx families to out-of-school learning opportunities. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI ’19, page 1–14, New York, NY, USA. Association for Computing Machinery.
Dickinson, J., Díaz, M., Le Dantec, C. A., and Erete, S. (2019). ”the cavalry ain’t coming in to save us”: Supporting capacities and relationships through civic tech. Proc. ACM Hum.-Comput. Interact., 3(CSCW).
D’Ignazio, C. (2017). Creative data literacy: Bridging the gap between the data-haves and data-have nots. Information Design Journal, 23(1):6–18.
D’Ignazio, C. and Bhargava, R. (2016). Databasic: Design principles, tools and activities for data literacy learners. The Journal of Community Informatics.
Dresch, A., Lacerda, D. P., and Antunes, J. A. V. (2015). Design Science Research, pages 67–102. Springer International Publishing, Cham.
D’Ignazio, C. and Bhargava, R. (2020). 13. data visualization literacy: A feminist starting point. Data visualization in society, page 207.
Faelens, L., Hoorelbeke, K., Cambier, R., van Put, J., Van de Putte, E., De Raedt, R., and Koster, E. H. (2021). The relationship between instagram use and indicators of mental health: A systematic review. Computers in Human Behavior Reports, 4:100121.
Favela, D. (2020). Coronavírus nas favelas ii. Acesso em 10 de março de 2024.
Filatro, A. (2008). Design instrucional na prática. Pearson Education do Brasil São Paulo.
Fotopoulou, A. (2021). Conceptualising critical data literacies for civil society organisations: agency, care, and social responsibility. Information, Communication & Society, 24(11):1640–1657.
Freire, P. (1971). Pedagogia do oprimido. Paz e Terra.
Freire, P. (2014).Educação como prática da liberdade. Editora Paz e Terra.
Geary, D. C. and Berch, D. B. (2016). Evolution and children’s cognitive and academic development. Evolutionary perspectives on child development and education, pages 217–249.
Hadzigeorgiou, Y. and Hadzigeorgiou, Y. (2016). ‘Artistic’Science Education. Springer.
Hayes, G. R. (2011). The relationship of action research to human-computer interaction. ACM Trans. Comput.-Hum. Interact., 18(3).
Hevner, A. and Chatterjee, S. (2010). Design Science Research in Information Systems, pages 9–22. Springer US, Boston, MA.
Hui, J., Barber, N. R., Casey, W., Cleage, S., Dolley, D. C., Worthy, F., Toyama, K., and Dillahunt, T. R. (2020). Community collectives: Low-tech social support for digitally-engaged entrepreneurship. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI ’20, page 1–15, New York, NY, USA. Association for Computing Machinery.
IBGE (2010). Censo 2010. Acesso em 10 de março de 2024.
Ismail, A. and Kumar, N. (2018). Engaging solidarity in data collection practices for community health. Proc. ACM Hum.-Comput. Interact., 2(CSCW).
Johnson, B., Rydal Shapiro, B., DiSalvo, B., Rothschild, A., and DiSalvo, C. (2021). Exploring approaches to data literacy through a critical race theory perspective. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, CHI ’21, New York, NY, USA. Association for Computing Machinery.
Karusala, N., Holeman, I., and Anderson, R. (2019). Engaging identity, assets, and constraints in designing for resilience. Proc. ACM Hum.-Comput. Interact., 3(CSCW).
Karusala, N., Vishwanath, A., Kumar, A., Mangal, A., and Kumar, N. (2017). Care as a resource in underserved learning environments. Proc. ACM Hum.-Comput. Interact., 1(CSCW).
Ken Peffers, Tuure Tuunanen, M. A. R. and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24(3):45–77.
Lazar, J., Feng, J. H., and Hochheiser, H. (2017). Research methods in human-computer interaction. Morgan Kaufmann.
Liang, C. A., Munson, S. A., and Kientz, J. A. (2021). Embracing four tensions in human-computer interaction research with marginalized people. ACM Trans. Comput.-Hum. Interact., 28(2).
Lu, A. J., Sannon, S., Brewer, S., Jackson, K. N., Green, J., Reeder, D., Wafer, C., and Dillahunt, T. R. (2023). Organizing community-based events in participatory action research: Lessons learned from a photovoice exhibition. In Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, CHI EA ’23, New York, NY, USA. Association for Computing Machinery.
Lupi, G. and Posavec, S. (2016). Dear data. Chronicle books.
Lyra, C. (1996). As quarenta horas de Angicos: uma experiencia pioneira de educação. Cortez Editora.
Machado, L. A. (2022). hooks, bell. Ensinando pensamento crítico: sabedoria pratica. Tradução: Bhuvi Libanio. São Paulo: Elefante, 2020. Elefante.
Markham, A. N. and Pereira, G. (2019). Analyzing public interventions through the lens of experimentalism: the case of the museum of random memory. Digital Creativity, 30(4):235–256.
Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P., and Tes, M. (2022). Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5):1159–1178. Funding Information: We thank Veena Vasudevan who supported the curriculum design and implementations described in this study. We also acknowledge support from the National Science Foundation through a collaborative Discovery Research K-12 award (1908557, 1908142, 1908030). Publisher Copyright: © 2022 British Educational Research Association.
Mignolo, W. D. (2007). Delinking: The rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality. Cultural studies, 21(2-3):449–514.
Mills, K., Bonsignore, E., Clegg, T., Ahn, J., Yip, J., Pauw, D., Cabrera, L., Hernly, K., and Pitt, C. (2019). Connecting children’s scientific funds of knowledge shared on social media to science concepts. International Journal of Child-Computer Interaction, 21:54–64.
NATIONS, U. (2023). Big data for sustainable development. Acesso em 16 fevereiro de 2023.
O’Leary, T. K., Stowell, E., Hoffman, J. A., Paasche-Orlow, M., Bickmore, T., and Parker, A. G. (2021). Examining the intersections of race, religion & community technologies: A photovoice study. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, CHI ’21, New York, NY, USA. Association for Computing Machinery.
Peer, F. (2019). Community indicator data dashboards as infrastructures for data literacy. In Companion Publication of the 2019 on Designing Interactive Systems Conference 2019 Companion, DIS ’19 Companion, page 109–112, New York, NY, USA. Association for Computing Machinery.
Pei, L. and Nardi, B. (2019). We did it right, but it was still wrong: Toward assets-based design. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, pages 1–11.
Petticrew, M. and Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Pinheiro-Machado, R. and Vargas-Maia, T. (2023). The rise of the radical right in the Global South. Routledge Abingdon.
Raffaghelli, J. E. (2022). Educators’ data literacy: Understanding the bigger piucture. Routledge.
Roldan, W., Vanegas, P., Pina, L., Gonzalez, C., and Yip, J. (2019). The role of funds of knowledge in online search and brokering. International Society of the Learning Sciences.
Rowland, G. (1993). Designing and instructional design. Educational technology research and development, 41(1):79–91.
Shackelford, T. K. and Weekes-Shackelford, V. A. (2021). Encyclopedia of evolutionary psychological science. Springer.
Sharp, H., Preece, J., and Rogers, Y. (2019). Interaction design: beyond human-computer interaction.
Snowden, E. (2019). Permanent Record: A Memoir of a Reluctant Whistleblower. Pan Macmillan.
Stornaiuolo, A. (2022). Authoring data stories in a media makerspace: Adolescents developing critical data literacies. In Situating Data Science, pages 81–103. Routledge.
Tygel, A. F. (2016). Semantic tags for open data portals: metadata enhancements for searchable open data. Federal University of Rio de Janeiro.
Tygel, A. F. and Kirsch, R. (2016). Contributions of paulo freire for a critical data literacy: a popular education approach. J. Community Informatics, 12(3).
Vacca, R., DesPortes, K., Tes, M., Silander, M., Amato, A., Matuk, C., and Woods, P. J. (2022a). What do you meme? students communicating their experiences, intuitions, and biases surrounding data through memes. In Proceedings of the 21st Annual ACM
Interaction Design and Children Conference, IDC ’22, page 212–224, New York, NY,
USA. Association for Computing Machinery.
Vacca, R., DesPortes, K., Tes, M., Silander, M., Matuk, C., Amato, A., and Woods, P. J. (2022b). ”i happen to be one of 47.8%”: Social-emotional and data reasoning in middle school students’ comics about friendship. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems, CHI ’22, New York, NY, USA. Association for Computing Machinery.
Verstandig, D. (2021). Critical data studies and data science in higher education: An ̈ interdisciplinary and explorative approach towards a critical data literacy. Seminar.net, 17(2).
Wong-Villacres, M., DiSalvo, C., Kumar, N., and DiSalvo, B. (2020a). Culture in action: Unpacking capacities to inform assets-based design. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI ’20, page 1–14, New York, NY, USA. Association for Computing Machinery.
Wong-Villacres, M., Gautam, A., Roldan, W., Pei, L., Dickinson, J., Ismail, A., DiSalvo, B., Kumar, N., Clegg, T., Erete, S., Roden, E., Sambasivan, N., and Yip, J. (2020b). From needs to strengths: Operationalizing an assets-based design of technology. In
Companion Publication of the 2020 Conference on Computer Supported Cooperative Work and Social Computing, CSCW ’20 Companion, page 527–535, New York, NY, USA. Association for Computing Machinery.
Xie, A. (2018). Democratic Design: Creating diagrams to draw young citizens together. PhD thesis, OCAD University.
Benjamin, R. (2023). Race after technology. In Social Theory Re-Wired, pages 405–415. Routledge.
Bhargava, R., Deahl, E., Letouzé, E., Noonan, A., Sangokoya, D., and Shoup, N. (2015). Beyond data literacy: Reinventing community engagement and empowerment in the age of data. MIT Libraries.
Bhargava, R. and D’Ignazio, C. (2015). Designing tools and activities for data literacy learners. In Workshop on data literacy, Webscience.
Bhargava, R., Kadouaki, R., Bhargava, E., Castro, G., and D’Ignazio, C. (2016). Data murals: Using the arts to build data literacy. The Journal of Community Informatics, 12(3).
Brasil, C. (2022). 4 em cada 10 brasileiros afirmam receber fake news diariamente. Acesso em 23 de janeiro de 2024.
Castro-Gómez, S. and Grosfoguel, R. (2007). Colonialidad del poder y clasificación social. In Castro-Gómez, S. and Grosfoguel, R., editors, El giro decolonial. Reflexiones para una diversidad epistémica más allá dela capitalismo global, page 33. Siglo del Hombre Editores, Bogota D.C.
Cho, A., Herrera, R. G., Chaidez, L., and Uriostegui, A. (2019). The ”comadre” project: An asset-based design approach to connecting low-income latinx families to out-of-school learning opportunities. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI ’19, page 1–14, New York, NY, USA. Association for Computing Machinery.
Dickinson, J., Díaz, M., Le Dantec, C. A., and Erete, S. (2019). ”the cavalry ain’t coming in to save us”: Supporting capacities and relationships through civic tech. Proc. ACM Hum.-Comput. Interact., 3(CSCW).
D’Ignazio, C. (2017). Creative data literacy: Bridging the gap between the data-haves and data-have nots. Information Design Journal, 23(1):6–18.
D’Ignazio, C. and Bhargava, R. (2016). Databasic: Design principles, tools and activities for data literacy learners. The Journal of Community Informatics.
Dresch, A., Lacerda, D. P., and Antunes, J. A. V. (2015). Design Science Research, pages 67–102. Springer International Publishing, Cham.
D’Ignazio, C. and Bhargava, R. (2020). 13. data visualization literacy: A feminist starting point. Data visualization in society, page 207.
Faelens, L., Hoorelbeke, K., Cambier, R., van Put, J., Van de Putte, E., De Raedt, R., and Koster, E. H. (2021). The relationship between instagram use and indicators of mental health: A systematic review. Computers in Human Behavior Reports, 4:100121.
Favela, D. (2020). Coronavírus nas favelas ii. Acesso em 10 de março de 2024.
Filatro, A. (2008). Design instrucional na prática. Pearson Education do Brasil São Paulo.
Fotopoulou, A. (2021). Conceptualising critical data literacies for civil society organisations: agency, care, and social responsibility. Information, Communication & Society, 24(11):1640–1657.
Freire, P. (1971). Pedagogia do oprimido. Paz e Terra.
Freire, P. (2014).Educação como prática da liberdade. Editora Paz e Terra.
Geary, D. C. and Berch, D. B. (2016). Evolution and children’s cognitive and academic development. Evolutionary perspectives on child development and education, pages 217–249.
Hadzigeorgiou, Y. and Hadzigeorgiou, Y. (2016). ‘Artistic’Science Education. Springer.
Hayes, G. R. (2011). The relationship of action research to human-computer interaction. ACM Trans. Comput.-Hum. Interact., 18(3).
Hevner, A. and Chatterjee, S. (2010). Design Science Research in Information Systems, pages 9–22. Springer US, Boston, MA.
Hui, J., Barber, N. R., Casey, W., Cleage, S., Dolley, D. C., Worthy, F., Toyama, K., and Dillahunt, T. R. (2020). Community collectives: Low-tech social support for digitally-engaged entrepreneurship. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI ’20, page 1–15, New York, NY, USA. Association for Computing Machinery.
IBGE (2010). Censo 2010. Acesso em 10 de março de 2024.
Ismail, A. and Kumar, N. (2018). Engaging solidarity in data collection practices for community health. Proc. ACM Hum.-Comput. Interact., 2(CSCW).
Johnson, B., Rydal Shapiro, B., DiSalvo, B., Rothschild, A., and DiSalvo, C. (2021). Exploring approaches to data literacy through a critical race theory perspective. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, CHI ’21, New York, NY, USA. Association for Computing Machinery.
Karusala, N., Holeman, I., and Anderson, R. (2019). Engaging identity, assets, and constraints in designing for resilience. Proc. ACM Hum.-Comput. Interact., 3(CSCW).
Karusala, N., Vishwanath, A., Kumar, A., Mangal, A., and Kumar, N. (2017). Care as a resource in underserved learning environments. Proc. ACM Hum.-Comput. Interact., 1(CSCW).
Ken Peffers, Tuure Tuunanen, M. A. R. and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24(3):45–77.
Lazar, J., Feng, J. H., and Hochheiser, H. (2017). Research methods in human-computer interaction. Morgan Kaufmann.
Liang, C. A., Munson, S. A., and Kientz, J. A. (2021). Embracing four tensions in human-computer interaction research with marginalized people. ACM Trans. Comput.-Hum. Interact., 28(2).
Lu, A. J., Sannon, S., Brewer, S., Jackson, K. N., Green, J., Reeder, D., Wafer, C., and Dillahunt, T. R. (2023). Organizing community-based events in participatory action research: Lessons learned from a photovoice exhibition. In Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, CHI EA ’23, New York, NY, USA. Association for Computing Machinery.
Lupi, G. and Posavec, S. (2016). Dear data. Chronicle books.
Lyra, C. (1996). As quarenta horas de Angicos: uma experiencia pioneira de educação. Cortez Editora.
Machado, L. A. (2022). hooks, bell. Ensinando pensamento crítico: sabedoria pratica. Tradução: Bhuvi Libanio. São Paulo: Elefante, 2020. Elefante.
Markham, A. N. and Pereira, G. (2019). Analyzing public interventions through the lens of experimentalism: the case of the museum of random memory. Digital Creativity, 30(4):235–256.
Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P., and Tes, M. (2022). Tensions and synergies in arts-integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5):1159–1178. Funding Information: We thank Veena Vasudevan who supported the curriculum design and implementations described in this study. We also acknowledge support from the National Science Foundation through a collaborative Discovery Research K-12 award (1908557, 1908142, 1908030). Publisher Copyright: © 2022 British Educational Research Association.
Mignolo, W. D. (2007). Delinking: The rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality. Cultural studies, 21(2-3):449–514.
Mills, K., Bonsignore, E., Clegg, T., Ahn, J., Yip, J., Pauw, D., Cabrera, L., Hernly, K., and Pitt, C. (2019). Connecting children’s scientific funds of knowledge shared on social media to science concepts. International Journal of Child-Computer Interaction, 21:54–64.
NATIONS, U. (2023). Big data for sustainable development. Acesso em 16 fevereiro de 2023.
O’Leary, T. K., Stowell, E., Hoffman, J. A., Paasche-Orlow, M., Bickmore, T., and Parker, A. G. (2021). Examining the intersections of race, religion & community technologies: A photovoice study. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, CHI ’21, New York, NY, USA. Association for Computing Machinery.
Peer, F. (2019). Community indicator data dashboards as infrastructures for data literacy. In Companion Publication of the 2019 on Designing Interactive Systems Conference 2019 Companion, DIS ’19 Companion, page 109–112, New York, NY, USA. Association for Computing Machinery.
Pei, L. and Nardi, B. (2019). We did it right, but it was still wrong: Toward assets-based design. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems, pages 1–11.
Petticrew, M. and Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Pinheiro-Machado, R. and Vargas-Maia, T. (2023). The rise of the radical right in the Global South. Routledge Abingdon.
Raffaghelli, J. E. (2022). Educators’ data literacy: Understanding the bigger piucture. Routledge.
Roldan, W., Vanegas, P., Pina, L., Gonzalez, C., and Yip, J. (2019). The role of funds of knowledge in online search and brokering. International Society of the Learning Sciences.
Rowland, G. (1993). Designing and instructional design. Educational technology research and development, 41(1):79–91.
Shackelford, T. K. and Weekes-Shackelford, V. A. (2021). Encyclopedia of evolutionary psychological science. Springer.
Sharp, H., Preece, J., and Rogers, Y. (2019). Interaction design: beyond human-computer interaction.
Snowden, E. (2019). Permanent Record: A Memoir of a Reluctant Whistleblower. Pan Macmillan.
Stornaiuolo, A. (2022). Authoring data stories in a media makerspace: Adolescents developing critical data literacies. In Situating Data Science, pages 81–103. Routledge.
Tygel, A. F. (2016). Semantic tags for open data portals: metadata enhancements for searchable open data. Federal University of Rio de Janeiro.
Tygel, A. F. and Kirsch, R. (2016). Contributions of paulo freire for a critical data literacy: a popular education approach. J. Community Informatics, 12(3).
Vacca, R., DesPortes, K., Tes, M., Silander, M., Amato, A., Matuk, C., and Woods, P. J. (2022a). What do you meme? students communicating their experiences, intuitions, and biases surrounding data through memes. In Proceedings of the 21st Annual ACM
Interaction Design and Children Conference, IDC ’22, page 212–224, New York, NY,
USA. Association for Computing Machinery.
Vacca, R., DesPortes, K., Tes, M., Silander, M., Matuk, C., Amato, A., and Woods, P. J. (2022b). ”i happen to be one of 47.8%”: Social-emotional and data reasoning in middle school students’ comics about friendship. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems, CHI ’22, New York, NY, USA. Association for Computing Machinery.
Verstandig, D. (2021). Critical data studies and data science in higher education: An ̈ interdisciplinary and explorative approach towards a critical data literacy. Seminar.net, 17(2).
Wong-Villacres, M., DiSalvo, C., Kumar, N., and DiSalvo, B. (2020a). Culture in action: Unpacking capacities to inform assets-based design. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI ’20, page 1–14, New York, NY, USA. Association for Computing Machinery.
Wong-Villacres, M., Gautam, A., Roldan, W., Pei, L., Dickinson, J., Ismail, A., DiSalvo, B., Kumar, N., Clegg, T., Erete, S., Roden, E., Sambasivan, N., and Yip, J. (2020b). From needs to strengths: Operationalizing an assets-based design of technology. In
Companion Publication of the 2020 Conference on Computer Supported Cooperative Work and Social Computing, CSCW ’20 Companion, page 527–535, New York, NY, USA. Association for Computing Machinery.
Xie, A. (2018). Democratic Design: Creating diagrams to draw young citizens together. PhD thesis, OCAD University.
Publicado
29/04/2024
Como Citar
BRITO, Luciana S.; DIAS, Angélica F. S.; FRANÇA, Juliana B. S.; VIVACQUA, Adriana S..
Design Colaborativo em Literacia de Dados no Complexo do Alemão: Uma Abordagem Inspirada no Método Paulo Freire. In: DESENHO DE PESQUISA - SIMPÓSIO BRASILEIRO DE SISTEMAS COLABORATIVOS (SBSC), 19. , 2024, Salvador/BA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 39-48.
DOI: https://doi.org/10.5753/sbsc_estendido.2024.238573.
