FORMENTI, L. Biographically oriented cooperative inquiry: a shift to complexity in theories of learning. Revista Brasileira de Pesquisa (Auto)biográfica, [S. l.], v. 3, n. 9, p. 829–845, 2018. DOI: 10.31892/rbpab2525-426X.2018.v3.n9.p829-845. Disponível em: https://revistas.uneb.br/index.php/rbpab/article/view/5596. Acesso em: 21 nov. 2024.