Dissertations / Theses: 'Interdisciplinary approach to knowledge'

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Milojevic, Stasa. "Big science, nano science? mapping the evolution and socio-cognitive structure of nanoscience/nanotechnology using fixed methods /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930906441&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Polfus, Jean. "An interdisciplinary approach to describing biological diversity." Ecology and Society; Journal of Biogeography, 2016. http://hdl.handle.net/1993/31986.

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The concept of biodiversity – the phenotypic and genotypic variation among organisms – is central to conservation biology. There is growing recognition that biodiversity does not exist in isolation, but rather is intrinsically and evolutionarily linked to cultural diversity and indigenous knowledge systems. In Canada, caribou (Rangifer tarandus) occupy a central place in the livelihoods and identities of indigenous people and display substantial variation across their distribution. However, quantifying caribou intraspecific variation has proven challenging. Interdisciplinary approaches are necessary to produce effective species characterizations and conservation strategies that acknowledge the interdependent relationships between people and nature in complex social-ecological systems. In this dissertation I use multiple disciplinary traditions to develop comprehensive and united representations of caribou variation through an exploration of population genetics, phylogenetics, traditional knowledge, language, and visual approaches in the Sahtú region of the Northwest Territories, Canada. First, I examine caribou variation through analysis of population genetics and the relationships Dene and Métis people establish with animals within bioculturally diverse systems. Next, I focus on how the Pleistocene glacial-interglacial cycles have shaped the current patterns of caribou phylogeographic lineage diversification. Finally, I explore how art can be used to facilitate cross-cultural collaboration and externalize the unique heterogeneity of biocultural diversity. The results demonstrate a broad scale understanding of the distribution, spatial organization, and the degree of differentiation of caribou populations in the region. I found evidence for caribou population differentiation that corresponds to the caribou types recognized by Dene people: tǫdzı “boreal woodland caribou,” ɂekwę́ “barren-ground caribou,” and shúhta ɂepę́ “mountain caribou.” Phylogenetic results reveal that in their northern margin the boreal ecotype of woodland caribou evolved independently from the northern Beringian lineage in contrast with southern boreal caribou which belong to the sub-Laurentide refugia lineage. In addition, I demonstrate how art can be used improve communication, participation, and knowledge production among interdisciplinary research collaborations and across language and knowledge systems. A collaborative process of research that facilitates łeghágots'enetę “learning together” has the potential to produce sustainable conservation solutions, develop efficient and effective wildlife management policies, and ensure caribou remain an important part of the landscape.
February 2017

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Shin, Hejin. "Research interactivity of cognitive science : a bibliometric analysis of interdisciplinarity /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Almari, Hassan. "Software Patterns and Architecture Under Examination Hammer: An Approach to the Consolidation of Interdisciplinary Knowledge." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154722.

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Software engineering is normally perceived, and even defined, based upon applicability of scientific and technical knowledge, in order to provide solutions to different challenges. The bright side of engineering concepts in general, is the continuous process of acquiring knowledge and skills needed to develop and make adjustments to various systems, in respect to helping humankind. An important phase of this process is ”Architecting”, which is the big picture of any intended systems. While good architecture leads to successful systems, bad architecture can result in misfortune. In this thesis, my proposition is to investigate, in depth, both theoretical (academic) and industry domains, regarding the way in which they treat Software Pattern (SP), Software Architecture (SA), and Software Architecture Evaluation (SAE) techniques. I argue that the process of creating, evaluating, and documenting SPs and SA with no common guidelines, standards, and frameworks, will result in unused and conflicted information within their areas, which finally will impact the software engineering field. While the employment of interdisciplinary knowledge (such as SPs, modelling techniques, description languages, evaluation methods, standards, and frameworks), could elevate SA development and validation methodologies, and increase its utilisation within the software engineering community. The goal here is to help build better systems, which could be improved by developing suitable SA, and evaluate its qualities by proper methods and tools, before further development, which should save time as well as money. Therefore, after a long process of analysing the current-state-of-the-art, I have introduced in this thesis novel findings concerning descriptions, relationships, documentation, and utilisation in relation to SA, SAE, and SPs, through employing several investigatory techniques, including comparisons between reliable references, questionnaires, field study, and case study. The investigation of SPs resulted in creating a database as a partial solution, in order to minimise their confusion within the literature, concerning their definitions, categorisations, and relationships with different quality attributes Quality Attribute (QA)s; also, to introduce the information in a proper fashion for users, which includes the required data that supports comparisons between pattern references, and to facilitate their selection processes. The issues, gaps, limitations, inconsistencies, and conflicts within current SA, QAs, and SPs discovered by this study, such as their poor description and the ignorance of them by developers during software development, has led to important recommendations, as well as suggestions for future research. The required information from different sectors (government, academia and industry) regarding SPs, SA, SAE, and modelling languages, has been gathered, and analysed through two surveys and a field study. The strong relationships and influences between the aforementioned areas were introduced and proven by a case study analysis for the Real-time Control System Real-time Control System (RCS) reference architecture, followed by introducing a conceptual paradigm that aimed to improve and generalise the Moreno et al. [2008] performance model. The outcomes from this thesis provide the basis for future work. Also, the information from different interdisciplinary knowledge merged to form new concepts for SA evaluation, which are recommended for future study.

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Rocha, Márcia Raquel. "O trabalho interdisciplinar nos anos iniciais: uma estratégia de ensino." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/1244.

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Acompanha : Caderno pedagógico: uma estratégia interdisciplinar para o ensino da matemática nas séries iniciais do ensino fundamental.
O objetivo geral do presente trabalho foi o de verificar como o uso de temas interdisciplinares pode contribuir para o ensino e aprendizagem de matemática nas séries iniciais do Ensino Fundamental. O referencial teórico e a apresentação dos dados obtidos na pesquisa estão dispostos em quatro capítulos. O primeiro aborda o Ensino nas Séries Iniciais, segundo os Parâmetros Curriculares Nacionais, as Diretrizes e Bases da Educação Nacional, bem como faz referência a autores como Arruda e Moretti (2002, p. 424), Rodrigues (2001, p. 241) e Arruda (2004, p. 21). No segundo momento do referencial teórico, aborda-se a interdisciplinaridade tendo como suporte os autores Fazenda (1998, p. 10), Lück (1995, p. 64) e Morin (1999, p. 76). Finaliza-se o capítulo abordando-se a Contextualização nas Séries Iniciais sendo embasado por Barbosa (2012, p. 4), Luccas e Batista (2012, p. 9) e Santana (2012, p. 1). O segundo capítulo refere-se à metodologia da pesquisa, sendo ela de natureza qualitativa e com finalidade aplicada embasada pelos autores Moreira e Caleffe (2008, p. 90) e Rivero (2012, p. 1-2). A coleta e a análise dos dados foram abordadas no terceiro capítulo, onde se relatou e discutiu-se atividades desenvolvidas junto a 35 crianças, com idade de 10 a 12 anos, matriculadas na 4ª série (atual 5º ano) do Ensino Fundamental em uma escola municipal do Município de Guarapuava, Paraná. Mediante o desenvolvimento de uma prática interdisciplinar e baseando-se nas observações, fotos, relatos mencionados pelos alunos e anotações feitas pela docente, na realização de atividades desenvolvidas pelos discentes durante os encontros, detectou-se que os educandos passaram a identificar os conteúdos matemáticos como passíveis de serem aprendidos, sem maiores empecilhos, realçando a relevância deles na sua formação educativa. Houve também maior aproveitamento em relação à aprendizagem dos conteúdos desenvolvidos. Em especial, pela conexão dos saberes matemáticos com situações da realidade que estes vivenciam, como também com os conhecimentos de outras disciplinas. As atividades e análises estão presentes no terceiro capítulo do referido trabalho. O quarto capítulo faz menção às considerações finais, bem como limitações enfrentadas pela pesquisadora e sugestões para trabalhos futuros. A partir dessas considerações, elaborou-se um caderno pedagógico com atividades voltadas para conteúdos de matemática, de forma que possa servir como subsídios para auxiliar os professores das séries iniciais a trabalhar com temas interdisciplinares.
The overall objective of this study was to determine how the use of interdisciplinary themes can contribute to the teaching and learning of mathematics in the early grades of elementary school. The theoretical and presentation of data in the research are arranged into four chapters. The first addresses the education in early grades according to the National Curriculum, Guidelines and National Education, as well as references to authors such as Arruda and Moretti (2002, p. 424), Rodrigues (2001, p. 241), Arruda (2004, p. 21st). In the second phase of the theoretical approaches to interdisciplinarity as having supported the authors Farm (1998, p. 10), Lück (1995, p. 64), Morin (1999, p. 76). Terminates the chapter addressing to Contextualization in early grades being supported by Barbosa (2012, p. 4), and Luccas Baptist (2012, p. 9), Santana (2012, p. 1). The second chapter refers to research methodology and qualitative her purpose and applied based by the authors and Caleffe Moreira (2008, p. 90), Rivero (2012, p. 1-2). The collection and analysis of data was discussed in the third chapter, where it was reported and discussed activities along the 35 children, aged 10-12 years, enrolled in the 4th grade (now the 5th grade) elementary school in a public school in Guarapuava, Paraná. By developing an interdisciplinary practice and based on observations, photos, reports mentioned by the students and notes made by the teacher, in conducting activities developed by students during the meetings, it was found that the students began to identify the mathematical content as that can be learned without major obstacles, highlighting its relevance in their educational training. There was also greater utilization in relation to learning content developed in particular by the connection of mathematical knowledge in situations of reality they experience, but also with the knowledge of other disciplines. Activities and analysis on the third chapter of that work. The fourth chapter mentions the final considerations and constraints faced by the researcher and suggestions for future work. From these considerations, we prepared a notebook with educational activities focused on math content, so that it can serve as subsidies to help teachers of the lower grades to work with interdisciplinarity themes.

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Liovin, Anton. "Systematization of international knowledge concerning “worst-case scenario” approach. General guidelines for application of the approach in purposes of industrial safety." Thesis, KTH, Industriell ekologi, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-32767.

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The intention of this Masters thesis is to analyze the worst-case scenario approach and in doing so gather, summarize and analyze all available relevant information. The current project is limited to purely theoretical research. Due to a lack of order in information regarding this approach it has become very important to systematize information concerning worst-case scenarios. A couple of interesting alternative approaches and opinions concerning content and usefulness of worst-case scenarios were found during the data collection phase. The ‘Likelier but less catastrophic’ scenario approach is one such example which has raised a number of new questions. Some unexpected difficulties have also arisen; for example, we have failed to find a single specific definition for what is considered to be a worst-case scenario. Discussion within the scientific world centers on two competing approaches, qualitative and quantitative. Both can and should be applied for worst-case scenarios, however most contemporary researchers tend to overestimate the value of qualitative approaches. It is unclear which one suits our purposes, but it seems that both are needed for a thorough description of any scenario. This explains our introduction of a semi-quantitative approach. One chapter of this thesis is dedicated to the study of safety legislation in countries all over the world, indicating that authorities in the United States appear to make the greatest effort to implement worst-case scenario approach in practice, while the legislation of European countries lacks clear definition of worst-case scenarios. People need different types of information about the potential harm to their locales in case of serious accidents. The information should differ in quantity and content depending on the recipient. For example, technical details of scenarios are of little or no interest to the majority of the population. Moreover they can become a source of danger in case of misuse by terrorists. This is where the public’s “right to know” becomes secondary to safety and privacy requirements. During work on this Masters thesis a large-scale accident in Buncefield took place. Reports of the investigation committee have become a valuable source of data, and a valuable addition to the Analysis of Safety (Seveso) Reports of three Swedish companies. These reports, as well as information from other sources, have served as a basis for a list of recommendations to companies preparing to analyze potential hazards
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Santos, Cássia Dias. "Ciência da Informação e interdisciplinaridade : interconexões com a cultura informacional /." Marília, 2017. http://hdl.handle.net/11449/150534.

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Orientador: Marta Lígia Pomim Valentim
Banca: Bárbara Fadel
Banca: Márcia Cristina de Carvalho Pazin Vitoriano
Banca: Carlos Alberto Ávila Araújo
Banca: Emeide Nóbrega Duarte
Resumo: A Ciência da Informação como uma Ciência interdisciplinar pode fornecer arcabouço teórico essencial para os estudos da cultura informacional. Nessa perspectiva, aprofundou-se sobre os estudos que vem sendo realizados neste âmbito, visando debater e refletir sobre as compreensões teórico-metodológicas construídas ao longo da existência deste campo científico. Evidenciou-se que há poucos estudos diretamente voltados à interdisciplinaridade da Ciência da Informação, mais especificamente em relação aos seus contributos para os estudos da cultura informacional. Objetivou-se analisar a construção teórica no campo da Ciência da Informação, no que tange a sua interdisciplinaridade, visando evidenciar sua contribuição para os estudos da cultura informacional. Neste intuito, analisou-se os conceitos, correntes e abordagens sobre a interdisciplinaridade, a evolução historiográfica dos estudos de cultura informacional e a produção científica sobre o tema. Além disso, buscou-se analisar e refletir sobre as características e atributos atribuídos à concepção de 'Sociedade da Informação e do Conhecimento' e, por último, analisou-se as contribuições da área de Ciência da Informação no que tange a sua interdisciplinaridade para a cultura informacional. Para tanto, realizou-se um estudo descritivo e exploratório de natureza qualiquantitativa, cujo corpus de análise foi formado por meio da 'História dos Conceitos' e da 'Bibliometria'. No que tange a análise das informações coletadas, optou-se pe... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Information Science as an interdisciplinary Science can provide the essential theoretical framework for studies of information culture. In this perspective, it has deepened on the studies that have been carried out in this scope, aiming at debating and reflecting on the theoretical-methodological understandings constructed throughout the existence of this scientific field. It was evidenced that there are few studies directly oriented to the interdisciplinarity of Information Science, more specifically in relation to their contributions to the studies of the information culture. The objective was to analyze the theoretical construction in the field of Information Science, regarding its interdisciplinarity, aiming to highlight its contribution to the studies of information culture. In this sense, the concepts, currents and approaches on interdisciplinarity, the historiographic evolution of the studies of information culture and the scientific production on the subject were analyzed. In addition, we sought to analyze and reflect on the characteristics and attributes attributed to the conception of 'Information and Knowledge Society' and, lastly, we analyzed the contributions of the area of Information Science regarding its interdisciplinarity for Information culture. For that, a descriptive and exploratory study of a qualitative and quantitative nature was carried out, whose corpus of analysis was formed through 'History of Concepts' and 'Bibliometry'. Regarding the analysis of the information collected, we opted for the 'Content Analysis' method, more specifically the 'Categorical Analysis' technique, since it provides interpretations and inferences related to the objectives proposed in the research. It was evidenced that the studies on information culture in the field of Information Science, especially ... (Complete abstract click electronic access below)
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Fernandes, Junior Marco Antonio João. "A fotografia como ferramenta interdisciplinar para o ensino de arte e ciências /." Bauru, 2017. http://hdl.handle.net/11449/150456.

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Orientador: João José Caluzi
Banca: José Agatha Parrilha da Silva
Banca: Denise Fernandes de Mello
Resumo: Este estudo foi desenvolvido a partir das observações realizadas pelo professor/pesquisador, durante as aulas de arte ministradas na educação básica, e do questionamento: como os alunos percebem a relação da arte com as outras disciplinas, mais especificamente com as ciências? Dessa forma, a pesquisa tem por objetivo: analisar as concepções dos discentes sobre as disciplinas arte e ciências, bem como propiciar uma reflexão sobre as práticas artísticas e científicas relacionadas à fotografia. Preliminarmente o estudo faz uma reflexão sobre as produções artísticas e científicas, para, em seguida, propor alguns questionamentos revelados pela invenção da fotografia sobre a concepção da imagem como realidade e das ciências como verdade. Tais questionamentos foram discutidos junto aos discentes do 9º ano do ensino fundamental de uma escola pública do interior de São Paulo, a partir de uma sequência didática de cunho interdisciplinar, abordando os conteúdos de ciências e arte aplicados no desenvolvimento da fotografia. Nas respostas dos discentes observou-se a necessidade de práticas interdisciplinares para ampliar e desconstruir determinadas imagens equivocadas que os alunos possuem em relação à arte e à ciência. Desta pesquisa resultou um livro como produto educacional, cuja finalidade é subsidiar a prática docente em propor estudos interdisciplinares relacionando arte, ciências e fotografia.
Abstract: This study was developed from the observation made by the teacher/ researcher during the art classes taught in basic education and the questioning: How do the students realize the relation of art to order disciplines, more specifically the sciences? In this way, the research had the objective of analyzing the students' conceptions about the disciplines of art and sciences, as well as providing a reflection on the artistic and scientific practices related to photography. Preliminarly the study makes a reflection on artistic and scientific production, and then propose some questions revealed by the intervention of photography about the conception of the image as reality and the sciences as truth. These questions were discussed with the students of the 9th year of elementary school in a public school is a small town of São Paulo State, based on an interdisciplinary didactic sequence, addressing the contents of science and art applied in the development of photography. In the responses of the students, the need for interdisciplinary practices was observed to expand and descontruct certain mistaken images that the students posses in relation to art and science. This research resulted in a book as an education product, whose purpose is to subsidize teaching practice in proposing interdisciplinary studies relating art, science and photography
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Christie, Warren James Alexander. "The biodynamics of knowledge creation : an archaeological, behavioural and neurological account of the creation of human knowledge." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2716.

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Thesis (MPhil (Information Science))--Stellenbosch University, 2008.
This thesis explores phenomena surrounding the creation of knowledge, employing a multidisciplinary approach. To start with a view on the physical location of knowledge is discussed. This helps highlight the problem of defining knowledge and simultaneously introduces a set of fundamental and conceptual questions about the phenomena surrounding the creation of knowledge . The set of questions are then focussed on the process of knowledge creation. The investigation starts in the field of archaeology, in particular at the dawn of modern civilisation, with views on the earliest forms of knowledge creation. From there the investigation moves on to aspects of contemporary neurology. This allows for a comparison between humans from the ancient past with humans of today thereby identifying a neurological link between these periods. Based on current research within the field of behavioural neurology it is posed that knowledge creation is a process initiated by the impact of electromagnetic fields on the brain. A review of the medical research within the neurological sciences on the effects of electromagnetic field stimulation shows it to be effective as a treatment modality, a behavioural modifier, a suppressor and facilitator of cognition, as well as a sensory modulator. The interaction of the brain with electromagnetic fields is shown as a form of transduction similar to that of regular sensory transduction. Since the transduction of electromagnetic stimuli can functionally modulate sensory reception, cognition, behaviour and some neurological conditions, the creation of sensory perception, cognition, behaviour and neurological conditions (all phenomena surrounding knowledge creation) can be shown as functionally dependant on the electro-chemical process of ferromagnetic transduction (magneto reception). The ferromagnetic transduction model may then be seen as the sensory mechanism that initiates and modulates the process of knowledge creation. The modulation of this process is revealed cognitively in savants, behaviourally in some of the greatest thinkers in history and on a planetary scale as a force of nature. The implications of these findings is that if the keys to the creation of knowledge have been found, great care needs to be taken when deciding to implement any type of artificial or natural modulation to neural firing rates not only because of the total effect modulation can have on the individual but also because of the social consequences resulting from those who wish to socially discriminate according to the ability of and beliefs arising from the knowledge creating process.

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Knutsson, Per. "Interdisciplinary knowledge integration and the sustainable livelihoods approach : case studies on rural livelihoods in Kenya and China /." Göteborg : Göteborg University, School of Global Studies, Human Ecology Section, 2005. http://www.loc.gov/catdir/toc/fy0611/2006411343.html.

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Pizarro, Carolina Vaitiekunas. "Projeta - proposta de um recurso em formato de jogo voltado ao gerenciamento de conflitos em ambiente de projeto /." Bauru, 2019. http://hdl.handle.net/11449/181229.

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Orientador: Paula da Cruz Landim
Banca: Andréa Castello Branco Judice
Banca: Eugenio Andrés Diaz Merino
Banca: Galdenoro Botura Junior
Banca: José Carlos Placido da Silva
Resumo: A prática interdisciplinar do design desenvolvida no cenário dinâmico da atualidade exige dos designers, para além de suas competências técnicas, o aprimoramento constante de suas habilidades de relacionamento interpessoal. Nesse sentido, pode-se afirmar que a gestão de design também abrange a gestão de pessoas. Em ambiente de projeto são estabelecidas relações interpessoais as quais sofrem influência de fatores tais como posturas pessoais, crenças, objetivos e repertórios variados, o que com frequência resulta em embates com potencial para o surgimento de conflitos. Considerando estes aspectos da prática, esta pesquisa teve como objetivo elaborar e avaliar a proposta de um recurso metodológico no formato de jogo que previsse em sua execução a inserção planejada de pontos de pressão nas atividades de projeto com potencial para gerar conflitos, visando seu gerenciamento por parte dos discentes com a colaboração do professor como mediador. A investigação teve início a partir da elaboração de uma revisão bibliográfica sobre os temas pertinentes ao estudo, bem como de uma pesquisa online para identificar junto a designers quais as principais áreas com as quais o design interage e sofre embates em ambiente de projeto. De posse destes dados, foram elaborados pela pesquisadora a mecânica e o design dos elementos que compõem o jogo Projeta. A estrutura do jogo é do tipo cartas e compreende um roteiro de ação dividido em dez etapas dentro das quais os participantes devem desenvolver u... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The interdisciplinary practice of Design developed in today's dynamic scenario requires designers, in addition to their technical skills, to constantly improve their interpersonal relationship skills. Thus, it can be said that design management also covers people management. In the project environment, many interpersonal relationships are established which are influenced by factors such as personal postures, beliefs, goals and varied repertoires, which often results in clashes with the potential for generate conflict. It is believed, therefore, that consider conflict management as a part of the education process for designers and see it as a real possibility and also as an aspect of the project activity, allows students to become familiar with possible situations of conflict when they go to the work field. This research had as objective to elaborate and validate the proposal of a methodological resource in the game format that predicted in its execution the planned insertion of pressure points in the project activities with potential to generate conflicts, aiming at its management by the students / designers with the collaboration of the teacher/manager as mediator. The research began with the preparation of a bibliographical review on the themes pertinent to the study, as well as an online survey to identify with designers the main areas with which the design field interacts and suffers conflicts in the project environment. With this data, the researcher elaborated the mecha... (Complete abstract click electronic access below)
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Tshithigona, Gaus. "An investigation into teaching mathematics using a visualisation approach to recontextualise indigenous knowledge." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62461.

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It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.

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Moreira, Lucas da Silva. "A interdisciplinaridade no ensino da matemática pela perspectiva da pedagogia histórico-crítica : superando a pedagogia de projetos /." Bauru, 2016. http://hdl.handle.net/11449/134357.

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Orientador: José Roberto Boettger Giardinetto
Banca: Mara Sueli Simão Moraes
Banca: Maria do Carmo de Sousa
Resumo: Este trabalho busca analisar como o interdiscipllinaridade na perspectiva da Pedagogia Histórico-Crítica contribui para a apresentação do conteúdo programático "Funções" ao mesmo tempo em que promove a reflexão crítica da realidade social em alunos do ensino médio, superando a Pedagogia de Projetos. A problemática da pesquisa se deu a partir do questionamento: Como a interdisciplinaridade pode ser materializada no ensino da matemática a partir da proposta pedagógica da PHC? A metodologia adotada foi de cunho qualitativa, nos moldes da pesquisa-ação. A análise consiste em uma visão interpretativa dos dados referentes ao desenvolvimento de uma sequência didática, para o ensino de função do 1º grau para alunos de uma 1ª série do ensino médio de uma escola estadual de São Paulo. Os dados foram divididos em três categorias, nas quais apresentamos as falas e os registros dos alunos no decorrer das atividades. Pela análise dos resultados, ficou evidente que os alunos se apropriaram de elementos do conteúdo de função. A interdisciplinaridade foi materializada nas ações dos alunos, que a partir da necessidade do aprofundamento do conteúdo, buscaram contribuições de professores de outras disciplinas. Os alunos demonstraram que a abordagem de um tema político-social, norteando as atividades, contribuiu para o aumento do interesse no estudo da Matemática. Além disso, o tema político-social auxiliou no desenvolvimento do pensamento crítico em relação ao tema alimentação, de tal forma que os alunos se mobilizaram para socializar os novos conhecimentos com a comunidade. Por fim, entendemos que a Pedagogia de Projetos, ao priorizar conteúdos relativos a realidade imediata do aluno, foi superada nesse trabalho pela Pedagogia Histórico-Crítica, no sentido que essa prioriza o conteúdo matemático. Assim sendo, a interdisciplinaridade nessa perspectiva colaborou para o processo de apropriaão do conteúdo escolar...
Abstract: This paper seeks to examine how interdisciplinary the perspective of HistoricalCritical Pedagogy contributes to the appropriation of the mathematical content "functions" while promoting critical reflection of social reality in high school students, exceeding the Project Pedagogy. The issue of research took place from the question: How interdisciplinary it can be materialized in mathematics education from the pedagogical proposal of PHC? The methodology was qualitative in nature, along the lines of action research. The analysis consists of an interpretive view of the data for the development of a didactic sequence for the function of teaching the 1st degree for students of 1st year of high school in a public school in São Paulo. The data are dived in three categories, in which we present the statements and records of the students during the activities. By analyzing the results, it was evident that the students have appropriated function of content elements. The interdisciplinary approach was embodied in the actions of students who from the need to deepen the content, teachers sought contributions from other disciplines. Students have shown that the approach of a political and social issue, guiding activities, contributed to the increased interest in the study of mathematics. Moreover, the political and social issue helped in the development of critical thinking in relation to the theme food, so that students have mobilized to socialize the new knowledge with the community. Finally, we understand that the Project Pedagogy, to prioritize content on the immediate reality of the student, it was overcome in this work for the HistoricalCritical Pedagogy in the sense that prioritizes the mathematical content. Therefore, the interdisciplinary perspective that contributed to the process of appropriation of the proposed school content
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Swirski, Peter. "Poe, Lem, and the art and science of literature." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40004.

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Transcending the boundaries of literature, the works of Edgar Allan Poe and Stanislaw Lem contribute to a dialogue between literary, philosophical, and scientific cultures. A critical approach to these writers that ignores the epistemic dimension in their works opens itself to the charge of misunderstanding their artistic goals and aspirations. In my dissertation I thus define, justify, and conduct an interdisciplinary study of Poe and Lem's works.
My project is underwritten by the epistemological assumption that literary works, and notably works of fiction, can make a contribution to knowledge that can be assessed in terms of interdisciplinary criteria. In the first chapter, where I discuss literature and knowledge within the interdisciplinary context, I examine various epistemological arguments in light of my central assertion. Next I examine the concepts involved in the discussion of literary works. Following the pragmatic re-orientation in literary and philosophical aesthetics, many fundamental concepts we take for granted--artworks, fictions, and texts among them--require exact re-examination and definition. Consequently, in Chapters Two and Three I review and refine the recent theories concerning the nature of works of art, the specificity of literary fictions, and the problem of literary interpretations.
My subsequent discussion of Poe and Lem is built on the theoretical base of (literary) epistemology and analytical aesthetics. I study Poe and Lem's literary fictions and theoretical essays, and the contributions they make to various fields of inquiry. In the process I critique, and sometimes refine, the explicit and implicit hypotheses articulated in their works. Specifically In Chapters Four and Five I discuss strategic and game theoretic models in the interpretation of fiction, including the concepts of communication and rationality. In Chapter Six, completing the epistemological circle inaugurated in Chapter One, I discuss the epistemological and cosmological theories proposed in Poe's "Eureka".

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Ramos, Seafha C. "Hlkelonah Ue Meygeytohl: Traditional Ecological Knowledge in Wildlife Conservation and an Interdisciplinary Approach to Culturally Sensitive Research with the Yurok Tribe." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613237.

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The term Traditional Ecological Knowledge (TEK) is generally interpreted as the knowledge held by Indigenous communities about their environment and the cultural frameworks in which such knowledge is transmitted. There is no universally accepted definition of TEK and interpretations can vary between Western and Indigenous lenses. TEK as an academic field has gained a vast literature base; however, there is a dearth of literature in the wildlife field that expresses TEK through an Indigenous lens. There has been growing attention on TEK in the wildlife profession, warranting further exploration of how Indigenous and Western scientific paradigms may be used together in natural resources conservation. Herein, I present my doctoral research, where I focused on a culturally sensitive approach in the pursuit of TEK studies. I conducted interdisciplinary research with the Yurok Tribe of northwestern California in two parts: (1) a human dimensions study where I interviewed Yurok people regarding TEK and their relationship with wildlife and (2) a wildlife survey on Yurok ancestral lands where I used genetic analyses of scats as a noninvasive method for determining species presence and diet. In addition, I developed a synthesis document regarding historical aspects of Indian Country in the United States and philosophical contexts of TEK as science to facilitate dialogue regarding cultural sensitivity in wildlife research with a TEK component. During an internship with the National Park Service (NPS), I developed a guidance document to provide resources regarding TEK in wildlife conservation and a case study detailing how I navigated my doctoral research. My dissertation consists of five manuscripts, each formatted for a specific journal or the NPS.

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Silva, Júnior Roberto Donato da 1975. "A sustentabilidade como híbrido : um olhar para artigos científicos em ecologia, economia, sociologia e antropologia." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280507.

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Orientador: Leila da Costa Ferreira
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-24T01:19:45Z (GMT). No. of bitstreams: 1 SilvaJunior_RobertoDonatoda_D.pdf: 2394415 bytes, checksum: 93c2981bbebe0391947f3214aec644f0 (MD5) Previous issue date: 2013
Resumo: O objetivo é oferecer uma análise da produção científica sobre sustentabilidade em conjuntos de artigos em ecologia, economia, sociologia e antropologia, nas décadas marcadas pelo intervalo entre os anos de 1990 e 2010. Pretende-se observar as transformações conceituais do termo nas ciências que alimentam o debate sobre ambiente e sociedade para compreender como cada uma delas aborda o hibridismo presente nos discursos sobre sustentabilidade. O foco está na tensão entre disciplinaridade e interdisciplinaridade no contexto de estabelecimento da relação entre artefato científico e propositividade política. Assim, foram analisados quinze dentre os vinte e cinco artigos mais citados no sítio Web of Science em cada ciência, sobre os temas sustainability e sustainable, entre 1990 e 2010 A análise fundamentou-se na teoria da modernização reflexiva e nos estudos sociais da ciência
Abstract: This work presents an analysis of the scientific production about sustainability in ecology, economics, sociology and anthropology areas in the period between Rio92 and Rio+20. The focus is in the stress between disciplinarily and interdisciplinarity in the context of the establishment of the relation between scientific artifact and politic propositiveness. Thus, this study analyzed fifteen articles among the twenty five most quoted articles in the website "web of Science" in each science, regarding "sustainability" and "sustainable" topics between 1990 and 2010. The analysis was founded in the theory of reflective modernization and in social studies of science
Doutorado
Aspectos Sociais de Sustentabilidade e Conservação
Doutor em Ambiente e Sociedade

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Bledsoe, Ann M. "Implementing the connected mathematics project : the interaction between student rational number understanding and classroom mathematical practices /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074374.

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Keil, Thomas. "Alfred Döblins "Unser Dasein" quellenphilologische Untersuchungen." Würzburg Königshausen und Neumann, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2704069&prov=M&dok_var=1&dok_ext=htm.

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Adams, John Ray. "Aligning brain-based middle school reform with the California State Standards." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.

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Gordano, Peile Cecilia. "Contested Discourses on Migrant Connectivity: Migrant Users and Corporations of Mobile Phone and Money Transfer Services in Catalonia. An interdisciplinary approach." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/128619.

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La tesi sosté que les empreses privades que presten serveis de connectivitat constitueixen actors cada vegada més influents en la migració contemporània. Per això analitza els discursos comercials dels proveïdors de telefonia mòbil i serveis de transferència de diners a Espanya, i els contrasta amb les experiències d'equatorians i marroquins que viuen a Catalunya i usen aquests serveis per mantenir-se en contacte amb les seves xarxes personals, tant en les societats d'origen com de destinació. El disseny de la recerca combina els Estudis Culturals i els Estudis Crítics del Discurs per analitzar els testimoniatges dels migrants així com els discursos comercials a través de la publicitat i d'entrevistes amb responsables de les empreses. D'una banda, les conclusions van mostrar els mecanismes mitjançant els quals els discursos corporatius han mercantilizat i estetizat les experiències de connectivitat dels migrants. D'altra banda, es va evidenciar un paper actiu dels migrants com a agents de les seves estratègies de connectivitat, apropiant-se dels serveis oferts i creant estratègies de baix cost per convertir limitacions en oportunitats, en moments de creixent mobilitat, connectivitat digital i la consolidació d'una economia de serveis.
La tesis sostiene que las empresas privadas que prestan servicios de conectividad constituyen actores cada vez más influyentes en la migración contemporánea. Por ello analiza los discursos comerciales de los proveedores de telefonía móvil y servicios de transferencia de dinero en España, y los contrasta con las experiencias de ecuatorianos y marroquíes que viven en Cataluña y usan estos servicios para mantenerse en contacto con sus redes personales, tanto en las sociedades de origen como de destino. El diseño de la investigación combina los Estudios Culturales y los Estudios Críticos del Discurso para analizar los testimonios de los migrantes así como los discursos comerciales a través de la publicidad y de entrevistas con responsables de las empresas. Por un lado, las conclusiones mostraron los mecanismos mediante los cuales los discursos corporativos han mercantilizado y estetizado las experiencias de conectividad de los migrantes. Por otro lado, se evidenció un papel activo de los migrantes como agentes de sus estrategias de conectividad, apropiándose de los servicios ofrecidos y creando estrategias de bajo costo para convertir limitaciones en oportunidades, en momentos de creciente movilidad, conectividad digital y la consolidación de una economía de servicios.
The thesis argues that private enterprises providing connectivity services are increasingly becoming influential actors in contemporary migration. It focuses on the commercial discourses of providers of mobile phone and money transfer services in Spain, contrasting them with Ecuadorian and Moroccan migrant users’ experiences of connectivity to keep in touch with their personal networks in both origin and destination societies. The research design combined Cultural Studies and Critical Discourse Studies to look at migrants’ accounts as well as service providers’ first-hand accounts and commercial advertising texts. On the one hand, the conclusions showed the mechanisms through which corporate discourses have commodified and aestheticized migrants’ experiences of connectivity. On the other hand, they evidenced migrants’ active roles as agents of their connectivity strategies, appropriating the services offered, creating low-cost strategies that turn constraints into opportunities, in times of increasing mobility, digital connectivity and the consolidation of a service based economy.

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Souza, Eleni Jesus de 1973. "Aula como ato criativo e educador propositor /." São Paulo, 2016. http://hdl.handle.net/11449/143498.

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Orientador: Rejane Galvão Coutinho
Banca: Sumaya Mattar
Banca: Rejane Galvão Coutinho
Resumo: Essa Pesquisa educacional versa sobre uma práxis educativa em arte educação, cujo tema, a aula como ato criativo e o educador como propositor, considera que a inteligência se constrói a partir das experiências de seus próprios sujeitos. Assim, inferimos não ser possível conceber uma aula, senão na experiência, na coletividade, no saber fazer, opinar, criticar e avaliar não estando integralmente mergulhados em propósitos. Compreendemos um projeto educativo como ação por concepção, considerando o sujeito como criador e propositor de si mesmo. Vemos o Projeto como possibilidades colaboradoras em arte educação, dentro da concepção de aula como ato criativo e o educador como propositor de percursos, que compartilha um processo de ensino e aprendizagem, no qual a pesquisa da prática em arte experiência são indissociáveis. Como exemplificação, apresentamos um estudo educacional em arte educação numa escola estadual, perpassando conceitos como os de Polivalência e Interdisciplinaridade, concluindo que a Interdisciplinaridade corrobora o pensamento estético, artístico e crítico dos alunos mas a Polivalência não. Aferimos também, por meio de sondagem efetuada com professores de arte do estado de São Paulo, que o Currículo de arte cedido pela SEE/SP divide opiniões pela forma como se apresenta, sobre o que propõe e como propõe ao educador as "metodologias" para o trabalho em sala de aula. Ressaltamos que a autoria é intrinseca às atividades humanas, ao clarificar que a obra de a... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Educational research over an art education practice in which the subject is the class as a creative act and the educator its proposer, taking in consideration that what builds intelligence is the person's own experiences. Thus, it infers as not possible designing a class that is not based on experimentation, collectivity, know how, opinion, criticism and evaluation - thus being fully immersed in purposes. It comprises an educational project as an action by concept, since it considers the subject as both creator and proponent of itself. It sees the project as collaborative possibilities in art education within the concept of the class as a creative act and the educator as the proposer of paths sharing a teaching and learning process in which art research and practical experience are inseparable. As exemplification, this research presents an art education study held in a public school, pervading concepts such as multifunctionality and interdisciplinarity. The reached conclusion points in the direction that interdisciplinarity corroborates to the aesthetic, artistic and critical thinking of the students, however, multifunctionality does not. With the aid of a survey carried out with art teachers of São Paulo State public schools, the study also indicates that the Art's Curriculum adopted by the State divides opinions among teachers, specially concerning the way it is presented, the proposals within and how they're laid out to the educators: as working "methodologies" for the cla... (Complete abstract click electronic access below)
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Henriksson, Sara. "Polisutbildningens arbete med att förena teori och praktik : Studenternas perspektiv på lärande." Thesis, Södertörns högskola, Pedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43815.

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In recent decades, police training has undergone a professionalization process in which the training has been increasingly incorporated within the academy. The professionalization process has led to the content of police training being changed by theoretical subjects replacing practical elements. The study examines how the shift between theoretical and practical knowledge has affected police training and how police students view their training today. The theoretical framework for the study's is based on the theory of knowledge, situated learning and communities of practice. Aristotle's theory of knowledge describes the view of knowledge and explains that theoretical knowledge, episteme, must be combined with practical knowledge, techné, in order to achieve a complete understanding and wisdom, fronesis, (Sohlberg & Sohlberg 2019, p. 93). Within the police, learning largely takes place in social contexts together with other colleagues, situated learning, and the practical knowledge, techné, is in focus. Within the academy, theoretical knowledge is central and the police trainings job to unite the academic and police world lays the foundation for the theory of communities of practice. Previous research shows a complexity of training police officers and professional police officers have considered police training to be too poorly anchored in practical professional practice and experienced that police students do not learn relevant knowledge and skills during training (Ekman 1999). The study was conducted through qualitative interviews with students from the police education to examine the students' own experience of the education. The interviews were analyzed according to the study's questions and theoretical framework. The results showed that the students consider both the theoretical and practical knowledge to be important for the police work and that an interdisciplinary approach that unites these forms of knowledge during the education is needed. However, the students considered it important that the theoretical knowledge was not too abstract but linked to the practical action in everyday police life. In the compilation of results, there was a consensus among the students which form of teaching they valued most in connection with combining theoretical and practical knowledge during police training, scenario training. These training opportunities should therefore be increased during police training. An interdiscip- linary approach should permeate the structure of police training and greater efforts should be made to combine theoretical and practical knowledge during the training.
Polisutbildningen har under de senaste decennierna gått igenom en professionaliserings-process där utbildningen har infogats allt mer inom akademin. Professionaliseringsprocessen har lett till att innehållet i polisutbildningen har förändrats genom att teoretiska ämnen har ersatt praktiska moment. Studien undersöker hur förskjutningen mellan teoretisk och praktisk kunskap har påverkat polisutbildningen och hur polisstudenterna ser på sin utbildning idag. Studiens teoretiska ramverk utgår från kunskapsteori, situerat lärande och communities of practice. Aristoteles kunskapsteori beskriver synen på kunskap och förklarar att teoretisk kunskap, episteme, måste kombineras med praktisk kunskap, techné, för att en fullständig förståelse och klokhet, fronesis, ska uppnås (Sohlberg & Sohlberg 2019, s. 93). Inom polisen sker lärandet till stor del i sociala sammanhang tillsammans med andra kollegor, situerat lärande, och den praktiska kunskapen, techné, står i fokus. Inom akademin är den teoretiska kunskapen central och polisutbildningens arbete med att förena den akademiska och polisiära världen lägger grund för teorin om communities of pracitice. Tidigare forskning visar på en komplexitet att utbilda poliser och yrkesverksamma poliser har ansett polisutbildningen har varit för dåligt förankrad i det praktiska yrkesutövandet, då de upplevt att polisstudenterna inte lär sig relevanta kunskaper och färdigheter under utbildningen (Ekman 1999). Studien har skett genom kvalitativa intervjuer med studenter från polisutbildningen för att undersöka studenternas egen uppfattning av utbildningen. Intervjuerna har analyserats efter studiens frågeställningar och teoretiska ramverk. Resultatet visade att studenterna anser att både den teoretiska och praktiska kunskapen är viktig för det polisiära arbetet och att ett tvärvetenskapligt förhållningssätt som förenar dessa kunskapsformer under utbildningen behövs. Studenterna ansåg dock att det var viktigt att den teoretiska kunskapen inte var allt för abstrakt utan kopplade an till det praktiska handlandet i den polisiära vardagen. I resultat- sammanställningen rådde en konsensus bland studenterna vilken undervisningsform de värderade högst i samband med att förena teoretisk och praktisk kunskap under polisutbildningen, scenarioträning. Dessa utbildningstillfällen bör därför utökas under polisutbildningen. Ett tvärvetenskapligt förhållningssätt bör genomsyra polisutbildningens upplägg och större insatser borde vidtas för att förena teoretisk och praktisk kunskap under utbildningen.

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Rizkallah, Ricardo José. "A mediação no âmbito das relações familiares: interdisciplinaridade, critérios de aplicação prática e soluções (a experiência da justiça paulista)." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21346.

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The present work aims to analyze interdisciplinary practice of mediation as an alternative dispute resolution available to families. We work with an idea of mediation should not be positioned as a simple alternative to the traditional jurisdictional system, but to this trying to integrate itself. Therefore, the main issue of the study is the institution of family mediation in the field of Judiciary and the study of the historical evolution of families. It discusses the most relevant aspects of mediation: legal aspects, principles, mediator role and interdisciplinarity. It also presents the Brazilian legislative movement and the most controversial issues, also including civil proceedure code and its complementary methods of alternative dispute resolution methods. Although this research points out that family mediation is a privileged area for an interdisciplinary approach, the reality reveals countless challenges on a daily basis, demonstrating a need to think means of estimulating the interdisciplinary practice in the hypotheses in which mediation is effective and the solution in the resolution of family conflicts, besides the application of criteria of practical application of the alternative dispute resolution. This research is inserted in an important historical moment to mediation in Brazil, because since 2010 it has been implemented in the Brazilian Judiciary, through a public policy of proper handling of conflicts. Within this context, the research has analysed a Project named "Casa da Família" in the City of São Vicente and developed by the Court of Justice of the State of São Paulo and sought, from a quantitative and qualitative research, between 2016 and 2017, analyze the obtained results. The achievements and concerns by ways of implementating mediation were shown in this research by considering interdiciplinary mediation for its quality and predicates, and how to effectively benefit from this cultural change. It was tried to launch theoretical bases of the use of the mediation by the trait of the interdisciplinarity in the familiar conflicts
O presente trabalho tem por objetivo analisar a mediação interdisciplinar como forma de facilitar as alternativas autocompositivas colocadas à disposição das famílias. Trabalhamos com a ideia de que a mediação não deve se posicionar como simples alternativa ao sistema jurisdicional tradicional, mas a este tentando se integrar. Portanto, a questão central do estudo refere-se à institucionalização da mediação familiar no âmbito do Poder Judiciário. O estudo parte da evolução histórica das famílias. Discorre sobre os aspectos mais relevantes da mediação: natureza jurídica, papel do mediador e interdisciplinariedade. Apresenta-se, ainda, o movimento legislativo brasileiro e as principais questões controvertidas, inclusive no processo civil que introduziu métodos complementares de solução de conflitos. Embora a pesquisa mostre que a mediação familiar é um espaço privilegiado para a atuação interdisciplinar, a realidade revela inúmeros desafios no cotidiano, demonstrando a necessidade de se pensar meios de estimular a prática interdisciplinar nas hipóteses em que a mediação é efetiva e necessária na resolução de conflitos familiares, além da aplicação de critérios de aplicação prática desse mecanismo autocompositivo. Dentro desse contexto, a pesquisa tomou por base o projeto “Casa da Família” da Comarca de São Vicente desenvolvido pelo Tribunal de Justiça do Estado de São Paulo e buscou, a partir de pesquisa quantitativa e qualitativa, entre os anos de 2016 e 2017, analisar os resultados obtidos. Esta pesquisa se insere num importante momento histórico da mediação no Brasil, pois desde 2010 vem sendo implantada no Poder Judiciário brasileiro política pública de tratamento adequado dos conflitos. As conquistas até então alcançadas e as preocupações com a forma de implantação da mediação foram tratadas no trabalho pensando que a introdução efetiva da mediação familiar interdisciplinar se dê pela qualidade e seus predicados e que as famílias possam se beneficiar efetivamente com essa mudança cultural. Buscou-se, enfim, lançar as bases teóricas do uso da mediação pelo traço da interdisciplinariedade nos conflitos familiares

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Freire, Renata Mauro. "Sustentabilidade de sistemas socioecologicos sob a lente da resiliencia : o caso de uma associação agroecologica na Amazonia ocidental." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280534.

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Orientadores: Lucia da Costa Ferreira, Jose Geraldo Wanderley Marques
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
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Resumo: Essa tese analisa as contribuições conceituais que as ciências sociais, as ciências naturais e a agroecologia fazem para o debate sobre sustentabilidade, tendo como referencial teórico os sistemas socioecológicos e os conceitos associados à resiliência, como diversidade, distúrbio, conhecimento ecológico local, autoorganização, hierarquia, não-equilíbrio, dentre outros. Com base nesses conceitos são analisadas as estratégias e arranjos institucionais e as práticas de manejo de uma associação agroecológica no Estado de Rondônia, a Associação dos Produtores Alternativos. Por ser uma associação de agricultores familiares que alcançou status de referência em agroecologia e promoção de sistemas agroflorestais no final dos anos de 1990 e que, por uma combinação de fatores, entrou em colapso alguns anos após, sua trajetória tornou-se emblemática. Nesse sentido, a identificação dos aspectos que contribuíram para aumentar e diminuir a sua resiliência ecológica e institucional, entendida como a capacidade de se adaptar e se reorganizar frente às mudanças e distúrbios, possui um grande potencial reflexivo para outras iniciativas econômicas coletivas desenvolvidas na Amazônia.
Abstract: This thesis analyses the conceptual contributions made by social sciences, natural sciences and agroecology for the debate on sustainabilitiy. The theoretical references are based on the socio-ecological systems and the concepts of resilience, such as diversity, disturbance, local ecological knowledge, self-organization, hierarchy, non-equilibrium, among others. Based on these concepts, the institutional strategies and arrangements are analysed, as well as the management approach of an agroecological organizations in the state of Rondônia, namely, the Associação dos Produtores Alternativos. This is household agriculture organization which reached the status of reference in agroecology and implementation of agroforestry systems in the late 1990's and that, for a number of reasons, collapsed after a few years. Its great development and collapse are seen as notorious. In this sense, the identification of factors that contributed to increase or decrease the ecological and institutional resilience, seen as the ability to adapt, reorganize upon changes and disturbances, has great reflexive potential to other collective economical initiatives developed in the Amazon.
Doutorado
Aspectos Sociais de Sustentabilidade e Conservação
Doutor em Ambiente e Sociedade

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Gatti, Daniela 1967. "Sade na dança = um processo artístico em redes de saberes." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284972.

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Orientador: Elisabeth Bauch Zimmermann
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: A presente pesquisa traz o processo de criação de Vícios e Virtudes - Drama em Dança como objeto de reflexão e análise. O espetáculo é uma apropriação dos romances do autor iluminista francês Marquês de Sade (1740 - 1814): Justine, os Infortúnios da Virtude e Juliette, a Prosperidade do Vício com o intuito de transpor para a linguagem do corpo-cênico, o universo antagônico sadiano entre o vício e a virtude, representados pelas personagens Justine e Juliette. A primeira parte da tese fundamenta a transposição do universo literário para o corpo que dança, ou seja, um corpo-texto a partir de eventos como a imaginação, a polaridade, a apropriação e o dialogismo. A segunda parte descreve o processo do espetáculo, apresentando os elementos materiais, procedimentos e as idéias como subsídios na representação ficcional e simbólica através do drama em dança. A tese propõe o diálogo entre as diferentes áreas das artes: dança, música, teatro e literatura como um caminho metodológico para o desenvolvimento de um processo artístico em redes de saberes
Abstract: The present research brings the creative process of Vícios e Virtudes - Drama em Dança as an object of reflection and analysis. The performance is a gathering of the French Illuminist author Marques of Sade (1740 - 1814)'s novels Justine, the misfortunes of virtue and Juliette, the prosperity of vice aiming to transpose to the scenic-body language the Sadian antagonic universe between vice and virtue, represented by characters Justine and Juliette. The first part of the thesis gives base to the transposition of the literary universe to the dancing body, or a text-body based on events like imagination, polarity, appropriation and dialogue. The second part describes the performance process, presenting the material elements, procedures and ideas as subsides in the fictional and symbolical representation through drama in dance. The thesis proposes the dialogue between the different areas of art: dance, music, theater and literature as a methodological way to the development of an artistic process in a knowledge net
Doutorado
Artes Cenicas
Doutor em Artes

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Monasterolo, Irene, and Candice Howarth. "Opportunities for knowledge co-production across the energy-food-water nexus: Making interdisciplinary approaches work for better climate decision making." Elsevier, 2017. http://dx.doi.org/10.1016/j.envsci.2017.05.019.

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The relationship between the energy-food-water nexus and the climate is non-linear, multi-sectoral and time sensitive, incorporating aspects of complexity and risk in climate related decision-making. This paper seeks to explore how knowledge co-production can help identify opportunities for building more effective, sustainable, inclusive and legitimate decision making processes on climate change. This would enable more resilient responses to climate risks impacting the nexus while increasing transparency, communication and trust among key actors. We do so by proposing the operationalization of an interdisciplinary approach of analysis applying the novel methodology developed in Howarth and Monasterolo (2016). Through a bottom-up, participative approach, we present results of five themed workshops organized in the UK (focusing on: shocks and hazards, infrastructure, local economy, governance and governments, finance and insurance) featuring 78 stakeholders from academia, government and industry. We present participant's perceptions of opportunities that can emerge from climate and weather shocks across the energy-food-water nexus. We explore opportunities offered by the development and deployment of a transdisciplinary approach of analysis within the nexus boundaries and we analyse their implications. Our analysis contributes to the current debate on how to shape global and local responses to climate change by reflecting on lessons learnt and best practice from cross-stakeholder and cross-sectorial engagement. In so doing, it helps inform a new generation of complex systems models to analyse climate change impact on the food-water-energy Nexus.

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Shaw, Míriam Ribeiro de Barros. "Aprendizagens complexas: quatro teses provisórias para a educação contemporânea." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20113.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is in the school environment, it is about the practices of teachers and managers of the Colégio Santo André, São José do Rio Preto, during the period from 2011 to 2015. The key question, research problem of this study is how to charm, to encourage students, educators into the adventure of knowing? Desires, the specific objectives of this study are to observe the practices of educators that stimulate the taste for thinking, studying, discovering; identify obstacles encountered by educators in this way; verify that the multidisciplinary and interdisciplinary activities favour the taste for study. The ideas that inspired reflection, the hypotheses of this research are the many activities, transdisciplinary promote students' interest in the taste for study, discover, invent; ethical, imaginative and emotional attitudes are fundamental to the practices that stimulate the taste for knowledge of educators and students. Fieldwork was conducted in two phases: the first phase, there were two collective projects with members of the community; questionnaire evaluation was answered by teachers; data tabulation, analysis and discussion of the results in the years 2011 and 2012 were discussed by directors and coordinators; in the second phase, between 2013 and 2015 were carried out: review of literature, specific interviews with educators, the final report writing. Two key references guide this research: education is one of the regeneration pathways of contemporary society; need to reform the thought of educators and students. The teaching-learning of understanding, hearing; imagination, reinvention; ethics, recognition; affection, love is presented as four provisional proposals for contemporary education. Complex Learnings
Esta pesquisa situa-se no universo escolar, nas práticas de docentes e gestores do Colégio Santo André, de São José do Rio Preto, durante o período de 2011 a 2015. A questão fundamental, problema de pesquisa deste trabalho, é como encantar, estimular estudantes, educadores e educandos, na aventura pelo conhecer, pelo aprender? Os desejos, os objetivos específicos deste trabalho são observar as práticas dos educadores que estimulam o gosto pelo aprender, pensar, descobrir; identificar empecilhos encontrados pelos educadores nesse percurso; verificar se as atividades transdisciplinares, multidisciplinares e interdisciplinares favorecem o gosto pelo aprendizado. As ideias que animaram a reflexão, as hipóteses desta pesquisa são as atividades múltiplas, transdisciplinares favorecem o interesse dos alunos no gosto pelo aprender; as atitudes compreensivas, éticas, imaginativas, afetivas são fundamentais para as práticas que estimulam o gosto pela aprendizagem de educadores e educandos. O trabalho de campo foi efetuado em duas fases: na primeira fase, realizaram-se dois projetos coletivos com todos os membros da comunidade, aplicação de questionário de avaliação aos docentes, tabulação de dados, análise e discussão dos resultados, nos anos de 2011 e 2012; na segunda fase, entre 2013 e 2015, foram realizados: o levantamento bibliográfico, entrevistas específicas com os educadores, redação do relatório final. Duas proposições fundamentais orientam esta pesquisa: a educação é uma das vias de regeneração da sociedade contemporânea; há necessidade de reforma do pensamento de educadores e educandos. O ensino-aprendizagem da compreensão, audição; imaginação, reinvenção; ética, reconhecimento; afeto, amor são apresentados como quatro proposições provisórias para a educação contemporânea. Aprendizagens Complexas

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Lopes, David Santana. "Interdisciplinaridade na formação de professores: limites e possibilidades de um currículo de Licenciatura em Ciências Naturais." Faculdade de Educação, 2018. http://repositorio.ufba.br/ri/handle/ri/25382.

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Fundação de Amparo à Pesquisa do Estado da Bahia – FAPESB
Esta dissertação teve como objeto de estudo a interdisciplinaridade e a formação de professores de Ciências Naturais, norteando-se a partir dos pressupostos básicos da Teoria Crítica do filósofo alemão Max Horkheimer acerca dos princípios contidos no Materialismo Interdisciplinar e nos adventos sugeridos por esta produção acadêmica através Triangulação Interdisciplinar. O estudo objetivou compreender como os fatores estruturantes limitam e possibilitam a adoção da abordagem interdisciplinar na formação de professores envolvidos em um curso de Licenciatura em Ciências Naturais (LCN). Esta pesquisa se incorpora ao conjunto de investigações sobre a complexidade contida tanto na compreensão como na efetivação da abordagem interdisciplinar no ambiente formativo de professores, agregando a esta problemática os dilemas, já há algum tempo enfrentados, durante a formação do profissional de ensino em Ciências Naturais (CN). O lócus escolhido para a produção das informações da pesquisa foi a LCN da UFBA, um curso que se encontra em processo de reformulação acadêmica. O desenvolvimento da pesquisa incidiu sobre os documentos curriculares e os sujeitos participantes do curso (Representante Institucional, Coordenadores, Professores e Estudantes), com base nos princípios éticos prescritos para as pesquisas na área das Ciências Humanas e a partir dos procedimentos de análise documental do Projeto Pedagógico Curricular e das ementas de componentes curriculares obrigatórios desta licenciatura, além da realização de vinte entrevistas semiestruturadas. A análise realizada identificou que alguns esforços vêm ocorrendo no curso de LCN da UFBA para a tentativa de adoção da interdisciplinaridade na estrutura acadêmica. Contudo, tais esforços, dos sujeitos participantes, em sua maioria, esbarram na falta de diálogo e na falta da adoção de um trabalho colaborativo de outros indivíduos ou unidades universitárias associadas a este curso. Dificuldades intrínsecas à área das CN, como a desvalorização do curso e as incertezas quanto ao mercado de trabalho agregam mais obstáculos no intento para a adoção da interdisciplinaridade durante a formação destes licenciandos. Diante destes limites, algumas ações complementares à própria licenciatura unidas às necessárias alterações na esfera curricular, oferecem possibilidades introdutórias para que esta LCN possa passar a orientar uma formação docente multirreferencial, integrativa e, é claro, interdisciplinar. Portanto, as investigações implementadas carregam consigo os anseios dos sujeitos participantes, frente às suas frustações e vitórias alcançadas em meio a um país que inexplicavelmente pisoteia política, econômica e socialmente uma classe de trabalhadores tão valiosa como é a categoria docente, que no caso dos professores de Ciências Naturais sofre ainda mais por um silenciamento injusto e implacável.
ABSTRACT This dissertation aims to study the interdisciplinarity and the training of teachers of Natural Sciences, based on the basic assumptions of the Critical Theory of the german philosopher Max Horkheimer about the principles contained in Interdisciplinary Materialism and the advent suggested by this academic production through Interdisciplinary Triangulation. In short, this study aimed to understand how structural factors limit and enable the adoption of the interdisciplinary approach in the training of teachers involved in a Natural Sciences Degree (NSD) course. This research is incorporated in the set of investigations about the complexity contained in both the understanding and the effectiveness of the interdisciplinary approach in the training environment of teachers, adding to this problem the dilemmas, already for some time faced, during the formation of the professional of teaching in Natural Sciences (NS). The locus chosen for the production of the research information was the NSD of UFBA, a course that is in the process of academic reformulation. The development of the research focused on the curricular documents and the subjects participating in the course (Institutional Representative, Coordinators, Teachers and Students), based on the ethical principles prescribed for research in the area of Human Sciences and from the documentary analysis procedures of the Project Curricular Pedagogic and the compulsory curricular components of this degree, in addition to twenty semi-structured interviews. The analysis identified that some efforts have been taking place in the NSD course at UFBA for the attempt to adopt interdisciplinarity in the academic structure. However, such efforts, of the majority of the participants, run counter to the lack of dialogue and the lack of a collaborative work of other individuals or university units associated with this course. Difficulties intrinsic to the NS area, such as the devaluation of the course and the uncertainties regarding the labor market, add more obstacles in the attempt to adopt interdisciplinarity during the training of these graduates. Facing these limits, some extension actions coupled with the necessary changes in the curricular sphere of the course offer introductory possibilities for this NSD to be able to orient a multireferential, integrative and, of course, interdisciplinary teacher training. Therefore, the investigations implemented carry with them the desires of the participating subjects, in front of their frustrations and victories reached in the middle of a country that inexplicably tramples politically, economically and socially a class of workers as valuable as is the teaching category, that in the case of teachers of Natural Sciences suffers even more from an unfair and relentless silencing.

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Samson, Duncan Alistair. "The heuristic significance of enacted visualisation." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003434.

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This study is centred on an analysis of pupils' lived experience while engaged in the generalisation of linear sequences/progressions presented in a pictorial context. The study is oriented within the conceptual framework of qualitative research, and is anchored within an interpretive paradigm. A case study methodological strategy was adopted, the research participants being the members of a mixed gender, high ability Grade 9 class of 23 pupils at an independent school in South Africa. The analytical framework is structured around a combination of complementary multiple perspectives provided by three theoretical ideas, enactivism, figural apprehension, and knowledge objectification. An important aspect of this analytical framework is the sensitivity it shows to the visual, phenomenological and semiotic aspects of figural pattern generalisation. It is the central thesis of this study that the combined complementary multiple perspectives of enactivism, figural apprehension and knowledge objectification provide a powerful depth of analysis to the exploration of the inter-relationship between the embodied processes of pattern generalisation and the visualisation of pictorial cues. The richly textured tapestry of activity captured through a multi-systemic semiotic analysis of participants' generalisation activity stands testament to this central thesis. Insights gleaned from this study are presented as practical strategies which support and encourage a multiple representational approach to pattern generalisation in the pedagogical context of the classroom.

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Silva, Rodrigo Almeida Dias da. "Informação, gerontologia e interdisciplinaridade em questão: estudo de caso." Instituto Brasileiro de Informação em Ciência e Tecnologia/Universidade Federal do Rio de Janeiro, 2014. http://ridi.ibict.br/handle/123456789/843.

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O presente estudo objetivou analisar o fluxo da informação no trabalho interdisciplinar em equipes de saúde. O trabalho em equipe se fundamenta na resposta às complexidades do cuidado em saúde, a partir de relações novas, mais compartilhadas, entre os profissionais do setor e a população. Para analisar os fluxos de informação no trabalho interdisciplinar em uma equipe multiprofissional de saúde, utilizou-se da definição de conceitos relativos à evolução do trabalho na saúde; e a interdisciplinaridade e suas implicações com a área da saúde. Foram apresentados também, definições sobre a realização do trabalho em equipe; e as interações e relações pessoais entre seus membros, além das definições de informação, fluxo da informação e suas coligações com a comunicação, relacionando-as com teorias de conversações. Desenvolveu-se um estudo de caso considerando como unidade de análise uma equipe multiprofissional da Casa Gerontológica Brigadeiro Eduardo Gomes. A pesquisa empírica foi realizada através da observação não participante em doze reuniões de equipe, bem como a aplicação de nove questionários. Utilizou-se para análise do material empírico a análise do discurso e análises estatísticas descritivas; e a análise de correlação de Spearman. Os resultados indicam que a equipe de saúde investigada possui características mais próximas de um trabalho interdisciplinar na prática clínica. As articulações das ações e a comunicação são utilizadas como um meio de integração social, que promovem fluxos de informações no intuito de contribuir para a melhoria do cuidado em saúde. No entanto, foram constatadas algumas incongruências, relacionadas ao registro e acesso das informações das reuniões que influenciam diretamente na tomada de decisão. Sugeriu-se, como alternativa de solução, o emprego de sistemas informatizados que permitam o melhor aproveitamento das reuniões e do conhecimento dos profissionais; e a promoção do diálogo, no intuito de promover aumento das interações e ações conjuntas para resolução dos casos. Estas ações se apresentam como alternativa para a construção de novas práticas de saúde, de modo que a lógica que oriente o trabalho em saúde considere a integralidade, a democratização das relações de trabalho e a ação comunicativa.
The present study aimed to analyze the flow of information in interdisciplinary work in health care teams. Teamwork is based on the response to the complexities of health care, from, more shared among industry professionals and population. From analyze the flow of information in interdisciplinary work in a multidisciplinary team of health new relationships, we used if the definition of concepts relating to the evolution of work on health, and interdisciplinarity and its implications to health. Settings on the achievement of teamwork were also presented, and the interactions and personal relationships among its members, in addition to the definitions of information, flow of information and their alliances with communication, relating them to theories of talks. Developed a case study as the unit of analysis considering a multidisciplinary team of Gerontological Home Brigadeiro Eduardo Gomes. Empirical research was carried out through non- participant observation in twelve team meetings , as well as applying nine questionnaires. Was used for analysis of the empirical material discourse analysis and descriptive statistical analysis, and the Spearman correlation analysis. The results indicate that the health team has investigated closest of interdisciplinary work in clinical practice characteristics. The joints of the actions and communication are used as a means of social integration, which promote information flows in order to contribute to the improvement of health care. However, some inconsistencies were found, related to the registration and access of information meetings, which directly influence decision-making. It was suggested as an alternative solution, the use of computerized systems that allow better use of meetings and knowledge of professionals, the promotion of dialogue in order to result in increased interactions and joint actions to solve cases. These actions are presented as an alternative to building new health practices, so that the logic that guides health work considers the completeness, the democratization of labor relations and communicative action.

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Setti, Elenice Josefa Kolancko. "Modelagem matemática no curso técnico de informática integrado ao ensino médio: um trabalho interdisciplinar." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2498.

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Acompanha: Modelagem matemática no curso técnico de informática integrado ao ensino médio: um trabalho interdisciplinar
Nesta pesquisa, apresentamos um estudo sobre o trabalho interdisciplinar no desenvolvimento de atividades de Modelagem Matemática em um primeiro ano do curso técnico de Informática integrado ao Ensino Médio. Tendo como objetivo investigar a existência de contribuições de um trabalho interdisciplinar em Modelagem Matemática no que diz respeito à ressignificação de conceitos matemáticos e à aprendizagem de novos conceitos, buscamos analisar as ações dos alunos ao lidarem com os conceitos que emergiram no desenvolvimento das atividades e inferir acerca das influências das intervenções dos professores ao mediar essas ações no decorrer do trabalho interdisciplinar. Para isso, foram desenvolvidas três atividades de Modelagem Matemática planejadas juntamente com outros professores da turma, principalmente o professor da área específica do curso, de Informática. Os momentos de aula de Matemática foram gravados em vídeo, assim como os áudios das conversas dos grupos de alunos. Posteriormente estas gravações foram transcritas e selecionamos episódios de análise. Em cada episódio buscou-se apresentar reflexões para as questões auxiliares de investigação advindas do objetivo de pesquisa. Inferimos, dentre outras coisas, que o desenvolvimento de atividades de Modelagem matemática contribuiu para a ressignificação de conceitos matemáticos e para a aprendizagem de novos conceitos, visto que à medida que os alunos desenvolviam as atividades, conceitos estudados em anos anteriores e conceitos novos emergiram, de modo que eles puderam construir relações entre eles e relacioná-los com um contexto extra matemático. Como produto educacional, fruto desta pesquisa, construímos um material que pode servir de apoio ao professor da Educação Básica que decidir trabalhar com Modelagem Matemática. Este material está disponibilizado na forma de um Site/Blog de Modelagem Matemática, que pode ser acessado pelo endereço https://modelagemmatematica.wordpress.com.
In this research, we present a study on an interdisciplinary approach in activities of Mathematical Modeling in a first year of the Informatics technical course integrated to High School. The objective is to investigate the existence of contributions of an interdisciplinary approach in Mathematical Modeling about the re-signification of mathematical concepts and the learning of new concepts, efforts have been made to analyze the students' actions in dealing with the contents that emerged in the development of the activities and to infer about the influences of teachers' interventions in mediating these actions during interdisciplinary work. For that purpose, three activities of Mathematical Modeling were developed together with other teachers of the class, mainly the teacher of the specific area of the course, of Computer science. The Mathematics’ classes moments were recorded in video, as well as the audios of the conversations of the students’ groups. Subsequently these recordings were transcribed and episodes of analysis were selected. In each episode, we tried to present reflections on the auxiliary questions of investigation coming from the research objective. We infer, among other things, that the development of Mathematical Modeling activities contributed to the re-signification of mathematical concepts and to learning new concepts, since as the students developed the activities, concepts studied in previous years and new concepts emerged, so they could build relationships between them and relate them to an extra math context. As an educational product, the result of this research, we have built a material that can support the Basic Education teacher who decides to work with Mathematical Modeling. This material is available in the form of a Mathematical Modeling Website / Blog, which can be accessed at https://modelagemmatematica.wordpress.com.

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Marinho, Tanimar Pereira Coelho. "RESIDÊNCIA MULTIPROFISSIONAL EM SAÚDE: UM ESTUDO SOBRE A INTEGRALIDADE E A INTERDISCIPLINARIDADE EM UM HOSPITAL DE URGÊNCIA E EMERGÊNCIA." Pontifícia Universidade Católica de Goiás, 2017. http://tede2.pucgoias.edu.br:8080/handle/tede/4023.

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The Multiprofessional Residency in Health, as a training proposal, is a significant field in the strategic for the Health Unic System (SUS), stimulating multiprofessional teamwork, which contributes to the qualification of specialized human resources, with a view to guarantee integral health care. However, it is essential to problematize the context of attack on health and education policies that directly influence the direction of health education. The object of this study is the implementation of the Multiprofessional Integrated Residency Program in Urgency and Trauma Health (PRIMUT) at the Emergency Hospital of Goiânia (HUGO), in the perspective of integrality and interdisciplinarity of health training. The research aims to identify and analyze whether the health training of the program facilitates the integration of in-service teaching among resident health professionals (Social Workers, Nurses, Physiotherapists, Speech Therapists, Nutritionists and Psychologists) in the perspective of integrality and interdisciplinarity. This is a descriptive and exploratory research, developed from the qualitative approach, which was carried out in an urgency and emergency hospital, with seventeen members of the PRIMUT who met the inclusion criteria, from June to August 2016. In the technical approach of the fieldwork, the semi-structured interview was highlighted. The study contemplated the integrality and interdisciplinarity themes in health training within the scope of the PRIMUT. The sample consisted of tutors, preceptors and health professionals residents in the second year. All the ethical aspects of the researches with human beings ruled in Resolution nº 466/12 of the National Council of Health were respected. We consider that the training in the Multiprofessional Residency in Health (MRH), characterized by in-service teaching, takes place within a complicated context of interactions and relations between preceptors, residents, tutors and other professionals from different knowledge fields. The characteristics of the MRH are: in-service teaching; direct supervision of trained professionals (preceptory); academic supervision (tutoring); exclusive dedication system; fields for training and practice in services of the health care network of the SUS. In a context that is contrary to the universal Health System, we consider absolutely important to train critical professionals who are in accordance with the principles and guidelines of the SUS. We highlight the need to discuss the 60-hour weekly workload, as well as the many difficulties of establishing a multiprofessional and interdisciplinary relationship, like: differences of understanding the role of residents in the service and the guidelines of the health training; the resistance of the defenders of the biomedical model in carrying out multiprofessionals activities; and the impasses in articulating the specific field with the common, without the supremacy of one profession over the other. The effectiveness of integral and interdisciplinary practices is still a challenge to be fully achieved in the health education in the context of the residency.
A Residência Multiprofissional em Saúde (RMS), como proposta de formação, constitui-se em um espaço significativo nas áreas estratégicas para o Sistema Único de Saúde (SUS), estimulando o trabalho em equipe multiprofissional, o que contribui para a qualificação dos recursos humanos especializados, com vistas a garantir a assistência integral à saúde. No entanto, é primordial problematizar o contexto de ataque às políticas de saúde e educação, o que influencia diretamente no direcionamento da formação em saúde. Este estudo tem como objeto a efetivação do Programa de Residência Integrada Multiprofissional em Urgência e Trauma (PRIMUT) no Hospital de Urgências de Goiânia – Dr. Valdemiro Cruz (HUGO), na perspectiva da integralidade e da interdisciplinaridade na formação em saúde. Dessa forma, esta pesquisa tem como objetivo identificar e analisar se a formação em saúde do Programa propicia a integração ensino em serviço entre os profissionais da saúde residentes (Assistentes Sociais, Enfermeiros, Fisioterapeutas, Fonoaudiólogos, Nutricionistas e Psicólogos), na perspectiva da integralidade e interdisciplinaridade. Trata-se de uma pesquisa do tipo descritiva e exploratória, desenvolvida a partir da abordagem qualitativa, a qual foi realizada em um hospital de urgência e emergência, com dezessete integrantes do PRIMUT que preencheram os critérios de inclusão, entre os meses de Junho e Agosto de 2016. Na abordagem técnica do trabalho de campo, destacou-se a entrevista semiestruturada. O estudo contemplou as temáticas integralidade e interdisciplinaridade na formação em saúde no âmbito do PRIMUT/HUGO. A amostra foi composta por tutores, preceptores e profissionais da saúde residentes do segundo ano. Foram respeitados todos os aspectos éticos das pesquisas com seres humanos, pautados na Resolução nº 466/12 do Conselho Nacional de Saúde. Considera-se que a formação na RMS, caracterizada por ensino-serviço, ocorre dentro de um contexto complexo de interações e relações entre preceptores, residentes, tutores e demais profissionais de diferentes áreas do conhecimento. As características da RMS são: formação em serviço; supervisão direta por profissionais capacitados (preceptoria); supervisão acadêmica (tutoria); regime de dedicação exclusiva; e cenários de formação e prática em serviços da rede de atenção à saúde no SUS. Em um contexto avesso ao SUS universal, considera-se de suma importância que se formem profissionais críticos e consonantes com os princípios e diretrizes do SUS. Destaca-se a necessidade de debater a carga horária semanal de 60 horas, bem como as dificuldades no estabelecimento da relação multiprofissional e interdisciplinar de diversas ordens: diferenças na compreensão acerca do papel dos residentes nos serviços e dos pressupostos da formação em saúde; a resistência dos defensores do modelo biomédico em realizar atividades multiprofissionais; e os impasses em articular o campo específico com o comum, sem a supremacia de uma profissão sobre a outra. A efetivação das práticas integrais e interdisciplinares constitui um desafio a ser alcançado em sua plenitude na formação em saúde no contexto da residência.

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Castanyer, Puig Bartomeu. "Aportación analítica al proceso de atención al paciente intoxicado. Experiencia en la Unidad de Toxicología Clínica del Hospital Universitario Son Dureta." Doctoral thesis, Universitat de Barcelona, 2012. http://hdl.handle.net/10803/92559.

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La premisa de partida de esta Tesis Doctoral es que la Unidad de Toxicologia Clinica (UTC) del Hospital Universitari Son Dureta(HUSD), entendida como instrumento funcional y vertebrador de los profesionales de diferentes Servicios hospitalarios con interés profesional en el ámbito de la Toxicología, puede actuar como elemento generador de las condiciones favorables para desarrollar métodos y estrategias orientadas a la mejora global del proceso asistencial del paciente intoxicado. En dicha Unidad, el Registro de Intoxicados es el instrumento principal para estructurar, planificar, monitorizar y evaluar los trabajos realizados tanto en el campo asistencial como en el docente e investigador. La segunda premisa es que la participación del analista clínico como miembro activo de la UTC no se limita a intervenir en la identificación, cuantificación y confirmación de los productos tóxicos y sus metabolitos en muestras biológicas, en la interpretación toxico-cinética del resultado analítico obtenido y en el asesoramiento de la solicitud de pruebas analíticas, sino que también participa en todas las fases del proceso de atención al intoxicado. Atendiendo a estas premisas, las hipótesis que se formulan en este trabajo son las siguientes: 1. El registro de pacientes intoxicados con especial atención en sus aspectos analíticos, es una herramienta válida para aportar conocimiento sobre la realidad epidemiológica de nuestro entorno y sobre la utilización de los recursos analíticos, tanto los específicamente toxicológicos como los meramente complementarios. 2. El conocimiento que posee el médico asistencial sobre la utilidad, condicionamientos y limitaciones de algunas determinaciones analíticas utilizadas en el intoxicado agudo, concretamente sobre las pruebas de cribado de drogas de abuso en orina, es limitado y susceptible de mejora. 3. En la intoxicación por paracetamol, es posible mejorar el tratamiento del paciente mediante el diseño y la utilización de herramientas simples basadas en parámetros farmacocinéticos del paracetamol. Los objetivos generales que se propone alcanzar esta Tesis Doctoral son los siguientes: 1. Adecuar racionalmente la cartera de servicios del laboratorio de la UTC del HUSD/HUSE en base al conocimiento obtenido con los resultados del registro de los pacientes intoxicados agudos, para poder ofrecer una respuesta analítica toxicológica específica adecuada a los tóxicos más prevalentes en nuestra área asistencial. 2. Medir la importancia que los facultativos que atienden a los intoxicados otorgan al laboratorio en el proceso diagnóstico y terapéutico y valorar sus conocimientos sobre algunos aspectos básicos de determinadas pruebas de laboratorio. 3. Establecer si mediante el cociente entre dos determinaciones de paracetamol en suero es posible predecir el riesgo de hepatotoxicidad y si la determinación de paracetamol en orina en la población pediátrica es útil para detectar la ingesta de este fármaco. Estudiados los resultados obtenidos con los materiales y métodos utilizados en esta Tesis como conclusiones de la misma se destaca en primer lugar que el estudio de los datos del registro ha conseguido conocer la realidad de la epidemiologia de la intoxicación en nuestro entorno geográfico lo que ha permitido dirigir los objetivos del laboratorio a la consecución de los medios, tanto instrumentales como humanos, capaces de mejorar sustancialmente la respuesta a las necesidades clínicas evidenciadas, incrementado la capacidad de detección y/o cuantificación analítica de los tóxicos presentes en nuestra muestra, tanto la del grupo TOP 50 como la del grupo TOP DRUGS. Asimismo, las encuestas realizadas han permitido valorar objetivamente el grado de conocimiento que poseen los clínicos que atienden a enfermos intoxicados sobre diferentes aspectos relativos a la toxicología analítica, y se han obtenido orientaciones que han facilitado conocer con una base objetiva lo que se espera del laboratorio, y cómo valora el clínico solicitante al laboratorio y los resultados analíticos suministrados. En relación a la intoxicación por Paracetamol, la estimación de la semivida del PCT en los casos en que no es posible aplicar el nomograma de Rumack-Mattew, posibilita obtener de manera rápida y fácil una información objetiva útil que permite valorar la adecuación o no de instaurar el tratamiento específico, y que aporta un dato complementario útil en la valoración pronostica de la intoxicación por PCT. Asimismo la determinación de PCT en orina ha mostrado ser una herramienta útil para descartar una ingesta de PCT en las 24 horas previas, por lo que resulta adecuada su inclusión en el algoritmo de actuación del paciente pediátrico con sospecha de intoxicación aguda por PCT. Como conclusión final, se indica que la creación, el mantenimiento y el desarrollo de la UTC en nuestro Hospital ha sido el instrumento funcional vertebrador y generador de las condiciones necesarias para el desarrollo de trabajos e investigaciones en el campo de la Toxicología Clínica, actuando como elemento aglutinador de los profesionales de diferentes Servicios hospitalarios con interés en el ámbito de la Toxicología Clínica.
Title: Analytical input to the process of patient care intoxicated. Experience in the Clinical Toxicology Unit of Hospital Universitari Son Dureta. Author: Bartomeu Castanyer Puig The overall objectives of this thesis are: 1. Rationally adjust the service portfolio of Unit of Clinical Toxicology (UTC) of Hospital Universitari Son Dureta (HUSD), based on the knowledge gained from the results of registration of acute poisoned patients, to provide adequate specific toxicological analytical response to toxicants more prevalent in our area care. 2. Measuring the importance that physicians who care for intoxicated give the laboratory in diagnostic and therapeutic process and assess their knowledge of some basic aspects of certain lab tests. 3. Set if the quotient between two determinations of serum paracetamol is possible to predict the risk of hepatotoxicity, and if the determination of paracetamol in urine in the pediatric population is useful for detecting the intake in the previous 24 hours The conclusions of this thesis, studied the results obtained with the materials and methods used, emphasizes first that the study of log data has gotten to know the reality of the epidemiology of poisoning in our geographic area which has allowed direct laboratory objectives the achievement of the means capable of responding to the clinical needs evidenced. Furthermore, surveys have assessed objectively the degree of knowledge possessed by different clinical aspects of analytical toxicology, and orientations have been obtained which have facilitated an objective basis to know what is expected of the laboratory, and how to assess the applicant to the clinical laboratory and analytical results provided. Regarding paracetamol poisoning, the estimated half-life of PCT in cases where it is not possible to apply the Rumack-Matthew nomogram, allows to obtain quickly and easily objective information that provides a useful complementary data in the prognostic assessment of intoxication. Also PCT determination in urine has proved a useful tool to rule out an intake of PCT in the previous 24 hours, making it suitable for inclusion in the action algorithm of pediatric patients with suspicion of acute PCT intake.

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Betti, Andre. "O encontro entre a disciplina de historia e as geociencias no ensino fundamental - o professor na construção do conceito de tempo." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287717.

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Orientador: Yara Kulaif
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias
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Resumo: O trabalho relata um estudo de caso envolvendo uma abordagem interdisciplinar de temas geocientíficos em uma disciplina regular de História do III Ciclo - 5º nível do ensino fundamental de uma escola pública. Nele, o professor, atuando também como pesquisador, procurou observar e interpretar, por meio de transcrições de aulas-debates, textos e desenhos produzidos pelos alunos, a construção do conceito de tempo ¿ um conceito-chave e extremamente importante na aproximação entre a disciplina de História e a Geologia. Sendo assim, para este estudo, utilizou-se uma unidade programática daquele nível de ensino, aquela voltada para o conceito de tempo, de modo a enfocar tanto a sua dimensão social e humana, normalmente adotada nesta disciplina, quanto a sua dimensão no tempo geológico. No trabalho com o tempo geológico, a observação e o estudo do entorno da escola, mais especificamente, a Serra dos Cocais (Valinhos, SP, Brasil) foram fundamentais. Duas questões principais nortearam esta pesquisa: Como utilizar a especificidade de paisagens do entorno da escola para a construção de um conceito de tempo estendido até sua dimensão geológica? E, que possibilidades pedagógicas envolvem a abordagem de conceitos típicos das Ciências da Terra para o professor de História do ensino fundamental? Em meio à pesquisa destas possibilidades, optamos por privilegiar a ênfase na elaboração conceitual dos alunos, por meio da mediação do professor/pesquisador no desenvolvimento das atividades, bem como, por evidenciar o relevante papel do entorno, ou seja, do ambiente local, no processo do conhecimento cognitivo das crianças. Assim, entende-se que, ao integrar o conhecimento geológico no estudo da História, propicia-se a compreensão de que o tempo das culturas humanas está contido num tempo ambiental muito mais amplo que não pode ser ignorado pelas ciências sociais
Abstract: The work reveals a case study involving an interdisciplinary teaching approach for treating geosciences¿ subjects in a discipline of History of the 'III Ciclo¿ ¿ 5th level of the fundamental education of a public school. In that, the teacher, also acting as researcher, observes and interprets, by means of transcriptions of class-debates, texts and drawings produced by the students, the construction of the concept of time ¿ an extremely important and a key-concept for the confluence of the discipline of History and Geology. For this study, a programmatic unit of that teaching level was used, the one that treats the concept of time, in a way to focus on both its social and human dimension, usually adopted in this discipline, and its dimension in the geologic time. In the work with the geologic time, the observation and study of the surrounding environment of the school, more specifically, the 'Serra dos Cocais¿ (Valinhos, SP, Brazil) were fundamental. Two main questions guided this research: How to use the surrounding landscape of the school in the construction of an extended concept of time covering up to its geological dimension? And, what pedagogic possibilities do involve the typical concepts of the Earth Sciences for teaching History? In searching for these possibilities we opted for privileging the students¿ conceptual elaboration, through the teacher¿s/researcher¿s mediation in the development of the activities, as well as, emphasizing the fundamental role of the surrounding area, that is to say, of the local environment, in the process of the children¿s cognitive knowledge. Thus, integrating the geological knowledge in the History subject provides a better understanding that the time of the human cultures is contained in a much broader natural time that cannot be ignored by the social sciences
Mestrado
Mestre em Ensino e Historia de Ciencias da Terra

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Holmberg, Catarina. "How can traditional knowledge be mobilized in a legitimate, credible, and salient way? : A comparative study of three approaches to developing and applying indicators for Aichi Target 18." Thesis, Stockholms universitet, Stockholm Resilience Centre, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-107940.

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The importance of including indigenous peoples and local communities (IPLCs) and their traditional knowledge (TK) into environmental forums such as the Convention on Biological Diversity (CBD) is being increasingly recognized. Despite numerousefforts to open up forums and assessment processes to diverse types of knowledge, extensive challenges remain for the full and effective participation of IPLCs at all levels of environmental governance. This paper explores three cases of assessment processes at different levels, where TK has been mobilized for monitoring progress towards Aichi Target 18 of the CBD. Through in-depth interviews with representatives for IPLCs, policy-makers and scientists, the mechanisms for mobilizing TK across scales in ways that are legitimate and credible and fulfill the needs for multiple actors are explored. Findings suggest that community-based monitoring and information systems (CBMIS) have greater potential than top-down approaches for capturing the complexity of social-ecological systems and for monitoring progress towards Aichi Target 18. In addition, CBMIS is embedded in the institutions and ecosystem management of IPLCs, providing a direct link between knowledge and action, hence advancing implementation of the CBD on the ground. However, findings across the three cases also demonstrate that hierarchies between knowledge systems and institutional norms of science constitute substantial barriers for the inclusion of insights and knowledge from local monitoring into national and international processes. Overcoming such barriers requires an increase in focus on the process of knowledge sharing rather than solely on the outcomes. A Multiple Evidence Based Approach, where TK and science are viewed as equally valid knowledge, is suggested as a way forward to mobilize TK in forums such as the CBD. Parallel validation methods and intercultural dialogue between TK-holders, scientists and policy-makers is key for creating processes that are legitimate, credible, and salient among a diversity of actors.

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Laurindo, Anderson Pedro. "Interdisciplinaridade e ensino: espaços para reflexão na formação de professores." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2921.

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Acompanha: Periódico científico eletrônico: Revista Interdisciplinaridade & Ensino
O presente trabalho teve como principal objetivo analisar as concepções teóricas e práticas em um curso de licenciatura pautado em uma proposta interdisciplinar. O referencial teórico utilizado para a abordagem e entendimento do curso de licenciatura interdisciplinar foi seu próprio Projeto Pedagógico (2016). Quanto a interdisciplinaridade, a revisão de literatura apoia-se em Fazenda (1996, 1999, 2002, 2011), Japiassu (1976, 1994), Jantsch (1972), Petraglia (1993), Garcia (2004, 2010, 2012, 2016), Lenoir (1997), além de outros autores. Para contemplar os objetivos propostos realizou-se uma pesquisa de campo qualitativa em uma abordagem descritiva e interpretativa com acadêmicos do 3° período do Curso de Licenciatura Interdisciplinar em Ciências Naturais da UTFPR - Câmpus Ponta Grossa. Para fundamentar esta abordagem metodológica uma revisão foi realizada em Gil (2008), Marconi e Lakatos (2000), Bardin (1997), entre outros. Primeiramente apresentamos os conceitos de expressões que remetem à interdisciplinaridade, para, então, conceituar interdisciplinaridade a partir de referenciais teóricos como: Japiassu (1976, 1994) e Fazenda (1996, 1999, 2002, 2011). Na sequência, realizamos análise da Proposta Pedagógica do Curso de Licenciatura Interdisciplinar em Ciências Naturais da UTFPR - Câmpus Ponta Grossa para confrontar o conceito que o documento aplica de interdisciplinaridade. Posteriormente, oferecemos um Curso para os acadêmicos que apresentou conceitos teóricos e metodologias interdisciplinares. Finalmente, elaborou-se, a partir dos estudos, um produto educacional: um Periódico Científico Eletrônico. Espera-se que esta proposta traga contribuições para acadêmicos, professores e pesquisadores sobre a interdisciplinaridade, em especial, para o ensino de ciências.
This present work had as its main objective to analyze the theoretical and practical concepts of a Licentiate course based in an interdisciplinary proposal. The theoretical reference used to approach and understand the interdisciplinary licentiate course was its own Pedagogical Project (2016). As for interdisciplinarity, the literature review is supported by Fazenda (1996, 1999, 2002, 2011), Japiassu (1976, 1994), Jantsch (1972), Petraglia (1993), Garcia (2004, 2010, 2012, 2016), Lenoir (1997), among others. Aiming to contemplate the proposed objectives, a qualitative field research was carried out in a descriptive and interpretative approach with 3rd period students of the Interdisciplinary Licentiate Course in Natural Sciences of UTFPR - Ponta Grossa Campus. To support this methodological approach, a review was carried out in Gil (2008), Marconi and Lakatos (2000), Bardin (1997), among others. Foremost, we present the concepts of expressions that refer to interdisciplinarity, to then conceptualize interdisciplinarity based on theoretical references such as: Japiassu (1976, 1994) and Fazenda (1996, 1999, 2002, 2011). In sequence, we analyze the Pedagogical Proposal of the Interdisciplinary Licenciate Course in Natural Sciences of UTFPR - Ponta Grossa Campus to confront the concept that the document presents as interdisciplinarity. Subsequently, we offered a course for those academics presenting theoretical concepts and interdisciplinary methodologies. Finally, an educational product was elaborated from the studies: an Electronic Scientific Periodical. We hope that this proposal will bring contributions to academics, professors and researchers on interdisciplinarity, especially for science teaching.

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Santos, Edvaldo José dos. "Elaboração, realização e resultados da aplicação de uma proposta alternativa para o ensino de ciências em aulas experimentais." Pós-Graduação em Ensino de Ciências e Matemática, 2013. https://ri.ufs.br/handle/riufs/5207.

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The main objective of this dissertation, linked to Curriculum Research, Teaching and Teaching Methods of Natural Sciences and Mathematics, consisted of preparing an alternative proposal for teaching physics lab, anchored by a new methodological possibility of teaching. The adopted theoretical perspective indicated the fundamentals that discuss the need to insert innovative methods to make this education more accessible and less intimidating. The study relied on the concepts of reflective teacher and interdisciplinary nature, used as a reference for developing an activity of investigative character. In order to build critical awareness of the student, the proposal was applied to a specific group of students, checking for changes in attitudes as a result of this process of teaching and learning. After application of the material in a Federal Institute of Education, the city of Aracaju / SE, the results show that the developed proposal trends to facilitate student learning and reasoning.
O principal objetivo desta dissertação, vinculada à linha de pesquisa Currículo, Didáticas e Métodos de Ensino das Ciências Naturais e Matemática, consistiu em elaborar uma proposta alternativa para o ensino de laboratório de Física, ancorada em uma nova possibilidade metodológica de trabalho docente. A perspectiva teórica adotada indicou os fundamentos que discutem a necessidade de se inserir métodos inovadores para tornar esse ensino mais acessível e menos intimidador. O estudo apoiou-se nos conceitos de professor reflexivo e da interdisciplinaridade, utilizados como referência para desenvolver uma atividade de caráter investigativo. Visando à construção da consciência crítica do aluno, a proposta foi aplicada a um grupo específico de alunos, verificando-se as mudanças de atitudes em decorrência deste processo de ensino-aprendizagem. Após a aplicação do material em um Instituto Federal de Ensino, no município de Aracaju/SE, os resultados mostram que a proposta desenvolvida tende a facilitar a argumentação e o aprendizado discente.

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Mahoney, Chris Elaine. "Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2018.

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Schurch, Giselle Palermo. "Análise de uma proposta de ensino de ciências interdisciplinar na perspectiva histórico-crítica com o uso da WebQuest." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2253.

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Acompanha: Formação continuada de professores: ensino de ciências interdisciplinar na perspectiva histórico-crítica; Uma proposta para o ensino de ciências interdisciplinar na perspectiva histórico-crítica com o uso da WebQuest
A presente pesquisa é delineada na formação continuada de professores da Educação Básica, anos iniciais do Ensino Fundamental do município de Londrina/PR, tendo por princípio dimensões acentuadas quanto aos benefícios do trabalho interdisciplinar no Ensino de Ciências na perspectiva Histórico-Crítica, com uso da WebQuest. Para este estudo, foi necessária uma orientação entre os docentes, apresentando um referencial teórico, que elenca a formação de professores na visão de Nóvoa (2009); Veiga (2002); a Pedagogia Histórico-Crítica, na perspectiva de Saviani (1983; 2008); Gasparin (2012); e a Sequência Didática Interativa embasada em Oliveira (2013), com o intuito de contribuir para o planejamento de suas ações em sala de aula, a oferecer uma sistematização do conteúdo a ser pedagogicamente trabalhado. O trabalho visa investigar e implementar recursos e estratégias para o Ensino de Ciência interdisciplinar, proporcionando subsídios para a elaboração de um planejamento de aula, conforme aporte teórico metodológico da Pedagogia Histórico-Crítica . A relevância deste estudo é oferecer um Ensino de Ciências interdisciplinar mediante uma nova estratégia educacional com uso de recursos didáticos. A principal questão de pesquisa foi investigar como um curso em Ensino de Ciências interdisciplinar, mediante o uso da WebQuest, poderá contribuir para a formação continuada dos professores participantes da pesquisa tendo por base o aporte teórico-metodológico da Pedagogia Histórico-Crítica? Para tanto, foi desenvolvido um curso “Ensino de Ciências interdisciplinar na perspectiva Histórico-Crítica” com a análise realizada pelos professores de uma Sequência Didática Interativa SDI (elaborada pela pesquisadora), levando em consideração suas experiências didáticas e conhecimentos sobre a temática. De abordagem qualitativa, o trabalho foi desenvolvido por meio da pesquisa de campo conforme Bogdan e Biklen (1994). Para a organização e leitura interpretativa dos dados, utilizou-se a análise de conteúdo de Bardin (2011), a qual revelou, em síntese, meio aos resultados, a mudança de postura, o aprimoramento frente ao conteúdo encaminhado, exploração e interesse desses docentes quanto à elaboração de uma sequência de planejamentos de aula fundamentado na Pedagogia Histórico-Crítica em uma perspectiva interdisciplinar. Por meio dessa investigação, verificou-se que a proposta de formação continuada de professores, demonstrou-se apropriada, satisfatória e teve seus objetivos atingidos ao proporcionar subsídios para a prática pedagógica, norteada pelo planejamento didático que relaciona teoria e prática, com reflexões que permitiram a análise das experiências didáticas, para uma projeção de novas maneiras de atuarem em sala de aula, associada ao uso da nova tecnologia a WebQuest. Constatou-se que o planejamento de aula, no Ensino de Ciências Interdisciplinar em uma perspectiva Histórico-Crítica, contribuiu para o processo de organização do trabalho pedagógico, permitindo a flexibilidade da prática educativa e ainda a valorização da singularidade dos alunos, sendo possível a articulação, elaboração de estratégias e procedimentos pedagógicos, a fim de promover o enriquecimento curricular no sistema educacional e, por conseguinte, a melhoria da qualidade do processo de ensino e aprendizagem.
The present research is outlined in the continuing education of Basic Education teachers, initial years of Elementary School in the city of Londrina / PR, having in principle dimensions in terms of the benefits of interdisciplinary work in Science Teaching in the Historical-Critical perspective, using the WebQuest. For this study, it was necessary a orientation among the teachers, presenting a theoretical reference, which lists the teacher formation in the view of Nóvoa (2009); Veiga (2002); the Historical-Critical Pedagogy from the perspective of Saviani (1983; 2008); Gasparin (2012); and the Interactive Didactic Sequence based in Oliveira (2013) with the intention of contributing to the planning of their actions in the classroom, to offer a systematization of the content to be pedagogically worked. The paper aims to investigate and implement resources and strategies for the teaching of interdisciplinary Science, providing subsidies for the elaboration of a lesson planning, according to the theoretical methodological contribution of Historical-Critical Pedagogy. The relevance of this study is to offer an interdisciplinary Science Teaching through a new educational strategy with the use of didactic resources. The main research question was to investigate how an interdisciplinary Science Teaching course, through the use of WebQuest, could contribute to the continued formation of the participating teachers, based on the theoretical-methodological contribution of Historical-Critical Pedagogy. For this, a course called "Interdisciplinary Science Teaching in Historical-Critical Perspective" was developed with the analysis carried out by the teachers of an Interactive Didactic Sequence IDS (elaborated by the researcher), taking into account their didactic experiences and knowledge about the subject. From a qualitative approach, the paper was developed through the field research as Bogdan and Biklen (1994). For the organization and interpretive reading of the data, was used the content analysis of Bardin (2011), which revealed, in synthesis, among to the results, the change of posture, the improvement of the content forwarded, the exploration and interest of these teachers as to the elaboration of a sequence of lesson plans based on Historical-Critical Pedagogy in an interdisciplinary perspective. Through this research, it was verified that the proposal of continuing teacher training, proved to be appropriate, satisfactory and had its objectives reached by providing subsidies for pedagogical practice, guided by didactic planning that relates theory and practice, with reflections that allowed the analysis of didactic experiences, for a projection of new ways of acting in the classroom, associated with the use of the new technology to WebQuest. It was verified that the planning of lessons, in the Interdisciplinary Sciences Teaching in a Historical-Critical perspective, contributed to the process of organization of a pedagogical work, allowing the flexibility of the educational practice and also the appreciation of the singularity of the students, being possible the articulation, elaboration of pedagogical strategies and procedures, in order to promote curricular enrichment in the educational system and, consequently, to improve the quality of the teaching and learning process.

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Shifafure, Andreas Muronga. "Understanding how grade 11 Physical Science teachers mediate learning of the topic distillation in the Kavango Region." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017357.

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The National Curriculum of Education was implemented with the broad view of including all learners as laid out in the document Toward Education for All. The curriculum emphasised that the topic distillation should be studied. According to the Examiners Reports, the topic distillation is one of the topics where learners face difficulties in the Namibian Senior Secondary Certificate Ordinary (NSSCO) examination Grade 12. This led me to do research on understanding how Physical Science teachers mediate the topic distillation in Namibia specifically in the Kavango region. The study was carried out at two rural schools with two teachers teaching Grade 11. The community member who I asked to demonstrate the making of Kashipembe was also a participant during this study. Kashipembe is a local cultural brew alcohol beverage commonly made in the Kavango East and West Regions of Namibia, which was used as a learning context in this research study. The study used a qualitative case study underpinned by an interpretive paradigm. Data was generated through the use of document analysis, semi-structured interviews, stimulated recall interviews, lesson observations, brainstorming and practical demonstration of making Kashipembe. These different methods of data gathering were used with the aim of triangulating and validating the data. Therefore, my theoretical framework adopted Vygotsky’s (1986) mediation of learning, social constructivism and pedagogical content knowledge according to Shulman’s (1986) theory. The emergent themes were identified inductively and they were colour coded. These themes were later developed into analytic statements which were used in the study. The findings indicate that the use of community knowledge and experience during the teaching of scientific concepts like distillation is important. These findings can also be used by the practising teachers to make their teaching more effective in the curriculums where distillation is included. Therefore, the Namibian curriculum developers need to include this community knowledge in the curriculum to make it easier for the learners to make sense of the topic distillation.

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Ivana, Milanović. "Oбрада функције дате помоћу одређеног интеграла у процесу математичког моделирања." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2015. https://www.cris.uns.ac.rs/record.jsf?recordId=90360&source=NDLTD&language=en.

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У докторској дисертацији презентовано је педагошко истраживање које се односи на увођењематематичког моделирања као савременог методичког приступа учењу математике, његову примену унаставној пракси, као и на могућност да се кроз математичко моделирање проблема, појава и процеса којисе обрађују у неком другом наставном предмету оствари модернији, интердисциплинарни приступсредњошколској настави. Све то у циљу афирмације иновативног, креативног и напредног математичкогмишљења, квалитетног, структуираног и функционалногзнања, које се у овом истраживању односи наодређене наставне садржаје математичке анализе. У наставни процес интегрисан је осмишљен и израђенпројекат чија је реализација омогућила успостављањемеђупредметне корелације, изучавање функција ињихових примена у научним проблемима кроз процесе математичког моделирања. Нарочита пажњапосвећена је реализацији когнитивних активности ученика у свакој етапи процеса математичкогмоделирања и остваривању њиховог вертикално-кумулативног поретка. Као посебна активност усмерена напотребе и циљеве одабраних процеса математичког моделирања и усклађена са наставним садржајимакоји су изучавани, уведен је и примењен нови методички приступ у обради функција датих помоћуодређеног интеграла, са посебним акцентом на анализу логаритамске функције дате помоћу одређеногинтеграла, а затим и анализу експоненцијалне функције, као инверзне логаритамској. Један деоистраживања фокусиран је на увођење и реализацију назначене нове методичке концепције у обрадифункција датих помоћу одређеног интеграла и на високошколском нивоу учења математичке анализе.Испитивање ефикасности примењених нових, савременихметодичких приступа у раду са ученицима,односно студентима, уз планску и систематску употребу рачунара са одговарајућом софтверскомподршком, обрађено је компаративном анализом резултата педагошких експеримената. На основурезултата истраживања утврђен је позитиван утицај предложених методичких приступа на квалитетматематичког знања ученика, односно студената, и оствареност оптималних резултата у учењу и изучавањунаставних садржаја из области функције.
U doktorskoj disertaciji prezentovano je pedagoško istraživanje koje se odnosi na uvođenjematematičkog modeliranja kao savremenog metodičkog pristupa učenju matematike, njegovu primenu unastavnoj praksi, kao i na mogućnost da se kroz matematičko modeliranje problema, pojava i procesa kojise obrađuju u nekom drugom nastavnom predmetu ostvari moderniji, interdisciplinarni pristupsrednjoškolskoj nastavi. Sve to u cilju afirmacije inovativnog, kreativnog i naprednog matematičkogmišljenja, kvalitetnog, struktuiranog i funkcionalnogznanja, koje se u ovom istraživanju odnosi naodređene nastavne sadržaje matematičke analize. U nastavni proces integrisan je osmišljen i izrađenprojekat čija je realizacija omogućila uspostavljanjemeđupredmetne korelacije, izučavanje funkcija injihovih primena u naučnim problemima kroz procese matematičkog modeliranja. Naročita pažnjaposvećena je realizaciji kognitivnih aktivnosti učenika u svakoj etapi procesa matematičkogmodeliranja i ostvarivanju njihovog vertikalno-kumulativnog poretka. Kao posebna aktivnost usmerena napotrebe i ciljeve odabranih procesa matematičkog modeliranja i usklađena sa nastavnim sadržajimakoji su izučavani, uveden je i primenjen novi metodički pristup u obradi funkcija datih pomoćuodređenog integrala, sa posebnim akcentom na analizu logaritamske funkcije date pomoću određenogintegrala, a zatim i analizu eksponencijalne funkcije, kao inverzne logaritamskoj. Jedan deoistraživanja fokusiran je na uvođenje i realizaciju naznačene nove metodičke koncepcije u obradifunkcija datih pomoću određenog integrala i na visokoškolskom nivou učenja matematičke analize.Ispitivanje efikasnosti primenjenih novih, savremenihmetodičkih pristupa u radu sa učenicima,odnosno studentima, uz plansku i sistematsku upotrebu računara sa odgovarajućom softverskompodrškom, obrađeno je komparativnom analizom rezultata pedagoških eksperimenata. Na osnovurezultata istraživanja utvrđen je pozitivan uticaj predloženih metodičkih pristupa na kvalitetmatematičkog znanja učenika, odnosno studenata, i ostvarenost optimalnih rezultata u učenju i izučavanjunastavnih sadržaja iz oblasti funkcije.
In this PhD dissertation pedagogical research related to introduction of mathematical modeling as amodern methodical approach to learning mathematics is presented, its application in teaching practice,as wellas possibilities to achieve modern, interdisciplinary approach to high school teaching, using mathematicalmodeling of problems, phenomenons and processes which are being looked at in another ciruculum subject. Theintention is to affirm innovative, creative and advanced mathematical thinking, high quality, structured andfunctional knowledge, which in this study refers tospecific areas of mathematical analysis. A well thoughtproject was designed and constructed in such a way to integrate within the teaching process, and itsimplementation has enabled the establishment of interdisciplinary correlation and the study of functions andtheir use in scientific problems through the process of mathematical modelling. Special attention is paid to therealization of cognitive activities of pupils in each stage of the process of mathematical modelling, and acheivingtheir vertically-cumulative order. As a separate activity focused on the goals and needs of selected processes ofmathematical modeling, harmonized with teaching content being studied, a new methodical approach wasintroduced and applied to treat functions given by a definite integral, with special emphasis on treatment oflogarithmic function given by a definite integral, and followed by treatment of the exponential function as theinverse logarithmic. A part of the research is focused on the introduction and implementation of new methodicalconcept in treatment of functions given by a definite integral and on university level of studying mathematicalanalysis. Efficiency of these new and modern methodical approaches was tested on pupils and students, withplanned and systematic usage of computers and appropriate software, and processed by comparative analysis ofresults obtained by pedagogical experiments. Results have shown positive impact of proposed methodicalapproaches to the quality of pupils’ and students’ mathematical knowledge, and the achievement of optimalresults in learning and studying of teaching content on mathematical functions.

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Moyano, Díaz Yanko. "Comprensión política y acontecimiento. Una contribución a los estudios políticos contemporáneos." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461385.

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Esta tesis defiende el lugar preferencial que debe tener el estudio de la comprensión en los estudios políticos contemporáneos y que la noción de acontecimiento es un elemento imprescindible dentro de éstos. En esta dirección, es también un esfuerzo por establecer algunos de las presupuestos fundamentales que condicionan la relación entre acontecimiento y política, y un análisis de la manera en que esta relación puede y debe desplegarse en la investigación de escenarios políticos concretos. En la primera parte de la tesis, mostramos el carácter fundamental de las acciones relacionadas con la comprensión y su relación consustancial con todo el universo de la política. Mostramos, ademas, que esta "omnipresencia" de la comprensión y la amplitud de su influencia en la realidad conducen a que sea imposible no reconocer la necesidad de un campo de las estudios políticos conformado por acciones que anteceden a la conciencia, condicionan la voluntad y producen una racionalidad propia, aceptando también con ello su especificidad disciplinar. En la segunda parte mostramos que esta centralidad de la comprensión conduce, a su vez, a la necesidad de reevaluar el lugar de la noción de acontecimiento en las estudios politicos contemporáneos. En este sentido, nos apoyamos en la transformación de las Ciencias Sociales y las Humanidades que tuvo lugar a partir de la segunda mitad del siglo XX -conocida como Giro Cultural- y, en especial, aprovechamos y defendemos la propuesta conceptual de la tercera generación de la escuela historiografica de Annales, relacionada con la recuperación y redefinición de la noción de acontecimiento. Finalmente, en la tercera parte, mostramos que la incorporación de la noción de acontecimiento no puede estar completa sin una revision homóloga de la manera en que se abordan las contextos que la contienen. Por eso, mostramos la importancia de tener en cuenta la manera en que el acontecimiento se relaciona con las narraciones explicativas del presente -su contexto. Y tambien, en un segundo caso, mostramos que ese contexto no es homogéneo ni puede ser abordado linealmente; sino que, por el contrario, está compuesto de multiples registros, está siempre sujeto a posibles nuevas revisiones y no puede ser desvinculado de su reproducción en la forma texto.
This thesis argues that the study of understanding must have a preferential place in contemporary political studies and that the notion of event is an essential element in this relation. In that direction, it tries to establish some fundamental assumptions that affect the relationship between event and politics. Consequently, is also an analysis of the way in which this relationship should be handled in the research of specific political scenarios. In the first part of the thesis, we show the fundamental impact of the actions related to understanding and their inherent relationship with the world of politics. In addition, we show that this "omnipresence" of understanding and the extent of its influence on reality leads to recognize the autonomy of a field of political studies consisting on actions that precede the consciousness, condition the human will and produce its own rationality, also accepting with then its disciplinarily specificity. In the second part we show that this centrality of understanding leads to the need of rethinking the place of the notion of event in contemporary political studies. In this respect, we rely on the transformation of the social sciences and the humanities that started at the second half of the 20th century - known as Cultural Turn - and, in particular, we take advantage and defend the conceptual proposal of recovery and redefinition of the notion of event, elaborated by the third generation of the Annales school. Finally, in the third part, we show that the incorporation of the notion of event cannot be completed without an homologous review of the way in which contexts are addressed. For this reason, we show the importance of taking into account the way in which events relates with predominant narratives that explain the present. And also, in a second case, we show that those contexts are not homogeneous and cannot be addressed linearly. On the contrary, they are composed of multiple registers, are always subject to a possible new revision and cannot be unlinked of it reproduction as textual objects.

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Lima, Iara Maria Campelo. "Tecendo saberes, dizeres, fazeres em formação contínua de professores: uma perspectiva de educação inclusiva." reponame:Repositório Institucional da UFBA, 2009. http://www.repositorio.ufba.br/ri/handle/ri/11074.

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Este trabalho revela o florescer do processo inclusivo em formação contínua de professores, na perspectiva de educação inclusiva e foi germinado no espaço experiencial da pesquisaformação, tecendo saberes, dizeres, fazeres, entrelaçando os sentidos e significados das histórias de formação e experiência. A análise deste processo inclusivo em formação revelou a beleza da renda e o sabor do saber tecer a canção do viver vivente, do aprender aprendente vivido sob os acordes da narrativa da ciência. Nesse desafiar-se, a pesquisa-formação trabalhou com um grupo de oito professoras de oito escolas diferentes das redes estadual e municipal, do município de Aracaju, desenvolvendo no seu espaço experiencial o curso “A formação continua de professores na perspectiva inclusiva: a narração, a escuta e a dialogicidade”, caracterizado como curso de extensão, certificado pela Universidade Federal de Sergipe. O movimento do caminhar metodológico da pesquisa-formação desafiou as professoras a refletirem, investigando a complexidade do seu próprio conhecimento e experiência. Nesse sentido, a pesquisa-formação movimentou-se em três teceduras: a narraçãona escuta e compreensão de si; a dialogicidade na multiplicidade de vozes e a escrita narrativa do sentido existencial de ser. Projetar-se nessa perspectiva, implicou a pesquisa-formação caminhar sob os acordes da transdisciplinaridade, no reverso da objetividade que, ao ser instituída como critério de verdade, desconsiderou a subjetividade e deixou à margem na formação de professores, a compreensão do sentido ontológico de ser, que lhe revela e lhe representa, deixando um vazio na articulação da intertextualidade do conhecimento, omitindo, silenciando ou negando a presença que lhe faz presente. Isso exigiu o entrelaçamento dos fundamentos hermenêntico e fenomenológico da pesquisa-formação aos fundamentos da epistemologia do educar, no caminhar de possibilidades, na articulação inter-transdisciplinar. Como resultado da pesquisa, o estudo revelou novos eixos de compreensão e novos processos de formação no movimento de constituição da autonomia, apontando para um processo inclusivo em formação de professores, considerando que as professoras, nesse processo, autorizaram-se a narrar, a refletir a pensar e produzir conhecimento.
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Garí, Barceló Bernat. "La ensayística musicológica de Alejo Carpentier: Eufónica vía a una poética de la novela." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/297564.

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La proliferación de escritos teóricos e investigaciones en torno la figura de Alejo Carpentier y su novelística se hizo hecho notorio a lo largo de los años 80 e inicios de los años 90. No obstante, y tras un aplacamiento de la fiebre carpenteriana en los últimos años del siglo pasado, cabe apuntar que resulta pobre y exiguo el número de acercamientos de tipo interdisciplinario que se han practicado para con la ensayística de índole musicológica del autor. Con el presente proyecto procedemos, por un lado, a diseccionar, analizar y presentar el ensayo musicológico de Alejo Carpentier, cuya importancia, como una significativa parte de la ensayística general del autor cubano, ha sido devaluada por los integrantes del aparato crítico; y a examinar, por otro lado, cómo el ensayo musicológico sirve al autor como teoría programática para la consolidación de su novelística ulterior. Procederemos, asimismo, a un ejercicio de intertextualidad relacionando La Música en Cuba, Tristán e Isolda en Tierra Firme, Del folklorismo musical, América Latina en su música y Los orígenes de la música y la música primitiva con variadas novelas de Carpentier donde también se desarrollan y se hermanan los conceptos de música, transculturación, aculturación y nacionalismo, entre otros.
The popularization of essays and theories that deal with Carpentier took place throughout the 80's and early 90's. However, after a smooth fever about Carpentier in the recent years of the last century, the number of such interdisciplinary approaches, which have already been made to the musical essays of the author, is, by far, poor and meagre. With this project we proceed, on the one hand, to dissect, analyze and present Carpentier’s musical essays, the importance of which, as a significant part of the general essays by the Cuban author, has so far devalued by the members of the critical apparatus; and to examine, on the other hand, how the musical essay is used by the author as a programmatical theory for the consolidation of his subsequent narrative. We will also proceed to an exercise in intertextuality linking La música en Cuba, Tristán e Isolda en Tierra Firme, Del folklorismo musical, América Latina en su música and Los orígenes de la música y la música primitiva with various other novels by Carpentier, which also develop and connect concepts such as music, transculturation, acculturation and nationalism, among others.

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Suprunova, Miliena, and Kseniia Kugai. "Interdisciplinary approach: semiotics and art." Thesis, Яроченко Я. В, 2021. https://er.knutd.edu.ua/handle/123456789/19152.

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The work is devoted to semiotics and art as two sciences guided by symbolism and signs. Semiotics studies symbols, signs and myths, which can explain works of art to ordinary viewers as well as creative people. Thus, artists can be guided in the creation of works of art to accurately convey their ideas and convey the feelings and imagery of their thinking. The interdisciplinarity of these sciences provides an opportunity to better communicate, exchange ideas and research the sciences.
Робота присвячена семіотиці та мистецтву як двом наукам, що керуються символікою та знаками. Семіотика вивчає символи, знаки та міфи, що може пояснити мистецькі твори звичайним глядачам, а також творчим людям. Тим самим митці можуть керуватись при створенні художніх творів аби достатньо точно донести свій задум та передати почуття і образність свого мислення. Міждисциплінарність цих наук дає можливість краще комунікувати, обмінюватись думками та досліджувати науки.

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Silva, Katiane Pereira da. "O ensino de Química na educação de jovens e adultos: a busca pela construção e apropriação do conhecimento." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1916.

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Acompanha: O ensino de química na educação de jovens e adultos: a busca pela construção e apropriação do conhecimento (2)
Esta dissertação “O ensino de Química na Educação de Jovens e Adultos: A busca pela construção e apropriação do conhecimento” tem como pergunta de pesquisa: Quais são as contribuições que um material didático, elaborado com base nos princípios educacionais de Paulo Freire e nas ideias do filósofo alemão Jürgen Habermas podem trazer ao ensino de Química na Educação de Jovens e Adultos (EJA)? A escolha desses autores acontece por causa das características encontradas no trabalho de ambos, como o diálogo, a problematização, a reflexão, a conscientização e a busca por entendimento. A pesquisa tem ênfase qualitativa, e o seu contexto acontece em um colégio da região leste da cidade de Curitiba, pertencente à rede pública estadual, com os alunos matriculados na modalidade de ensino da EJA. O desenvolvimento da pesquisa se dá em três fases. A primeira foi destinada a conhecer o perfil dos participantes. Para isso foram utilizadas, como instrumento de coleta de dados, entrevistas semiestruturadas coletivas, por meio de uma roda de conversa. A partir desses dados, deu-se início a segunda fase em que foi elaborado um guia de estudos, com a organização de textos que apresenta notícias da mídia e que, com o uso do diálogo, da problematização e reflexão, busca a promoção do entendimento. Com esse guia, iniciou-se a terceira fase da pesquisa, que foi a aplicação desse novo material didático em sala de aula com os estudantes participantes da primeira fase. Após a aplicação, foram realizadas entrevistas semiestruturadas com os participantes de forma individual. Os dados obtidos foram analisados utilizando a metodologia da Análise de Conteúdo, proposta por Laurence Bardin. Para isso estabeleceram-se as seguintes pré-categorias de análise para a primeira fase da pesquisa: perfil do estudante e conteúdo para elaboração de material didático. Para a terceira fase da pesquisa, as pré-categorias estabelecidas foram: Quanto à percepção do material didático e quanto à forma de uso do material didático. Por meio da análise dos dados obtidos e a aplicação do guia de estudos em sala de aula emergiram as seguintes categorias de análise: expressividade, conhecimento teórico e realidade dos estudantes, tomada de consciência e mudança de atitude. Constatou-se que o desenvolvimento da pesquisa promoveu mudanças e contribuições voltadas principalmente ao desenvolvimento da reflexão acerca dos conteúdos químicos com a vida do estudante e o uso da fala de forma articulada buscando expressar suas dúvidas e opiniões.
This thesis "Teaching of Chemistry in the Youth and Adult Education: The Search for the construction and appropriation of knowledge" has the research question: What are the contributions that educational material, prepared based on educational principles of Paulo Freire and ideas German philosopher Jürgen Habermas, can bring to teaching chemistry in EJA? The choice of the authors Paulo Freire and Jürgen Habermas is because of the characteristic found in the work of both, such as dialogue, questioning, reflection, awareness and the search for understanding. The research is qualitative emphasis, and its context takes place in a school in the eastern region of Curitiba, belonging to public schools, with students enrolled in the teaching mode EJA. The development of the research takes place in three phases, the first was designed to meet the profile of the participants, for it was used as data collection instrument collective semi-structured interviews, through a round conversation. From these data, it began the second phase, which was prepared a study guide for the organization of texts that present the media and with the use of dialogue, questioning and reflection, to promote understanding. With this elaborate study guide, started the third phase of the research was the application of new teaching materials in the classroom with the students participating in the first phase. After application, semi-structured interviews were conducted with participants individually. Data were analyzed using content analysis method proposed by Laurence Bardin. For this was established following the analysis of pre- categories for the first phase of the research: student profile and content for development of teaching materials. For the third phase of the research, the pre- established categories were: Regarding the perception of teaching materials and how to use the courseware. Through data analysis and application of the study guide in class emerged the following categories of analysis: expressiveness, theoretical knowledge and reality of students, awareness and attitude change. It was found that the development of research and promoted changes aimed mainly contributions to the development of reflection about the chemical content with the life of the student and the use of speech in coordination seeking to express their doubts and opinions.

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Cutts, Beth A. M. "Women and euthanasia, an interdisciplinary approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39183.pdf.

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McDonald, Diane. "Understanding emergence : a pragmatic interdisciplinary approach." Thesis, University of Strathclyde, 2009. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21953.

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Emergence is a concept which has been the subject of resurgent interest in recent years. The term is often used to describe the appearance of new macro-level properties or capabilities, which are not manifest in the individual micro-level components. Equally, it is associated with irreducibility of explanation, novelty and downward causation. Despite a long history, during which the concept has been adopted by different disciplines, there is little agreement on the real nature of emergence. This, I claim, is due to different philosophical and disciplinary perspectives as well as some lack of conceptual clarity. The aim of this thesis is not to resolve the extremely hard problem of what emergence is; rather it is to provide clearer insight into the nature of emergence. The thesis is therefore conceptual and analytical in nature. The focus of the research is pragmatic investigation of the different perspectives, apparent disputes and real-world examples associated with emergence, in order to improve understanding of both the concept and instances of emergence. My thesis is that emergence is usefully conceptualised as fuzzy with three 'dimensions' - ontological, epistemological and complexity. This leads to the proposal of a typology of emergence which supports interdisciplinary discourse on the subject and a method of defining emergence in differing contexts. Both of these, it is argued, are vital to the development of shared meaning and the ability to engage in analytical discourse across the sphere of influence for emergence. The final proposal is a framework for investigation of real-world emergents which, while neutral to disciplinary or philosophical stances, enables exploration of the key of emergents. Together, the proposals provide a conceptual scaffold for understanding both the concept and instances of emergence. This claim is assessed through consideration of classical putative emergents and real learning communities.

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Brockett, Beth. "An interdisciplinary approach to mapping soil carbon." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/79721/.

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At the global scale, soils are the primary terrestrial reservoir of carbon and therefore have a major influence on the concentration of carbon dioxide in the atmosphere. Soil organic carbon stocks are estimated to have decreased by an average of fifty two percent in temperate regions since 1850. Land use change and management practices are the primary drivers of this decrease. Temperate upland regions have been identified as important for climate regulation, both in terms of current stocks of soil carbon and future sequestration potential. Therefore, appropriate on-farm management of soil carbon stocks in these regions has the potential to contribute to climate change mitigation goals. This thesis is a contribution to ongoing efforts to improve on–farm soil carbon management. It does so through the development of mapping practices that incorporate both ecological and social data. The ecological aspect of the research identified a role for existing farm survey data in accurately predicting soil carbon distribution without the need for time and labour-intensive field work. The engagement with social science methods acknowledges a societal bias towards scientific ways of representing soil carbon and the marginalisation of alternative, often experiential, knowledge. The research demonstrated a way for different knowledges to be incorporated into soil carbon mapping practices and identified a role for under-utilised scientific and non-scientific knowledge of soil carbon for improving spatially-explicit management plans. The mapping methods were developed around three case study farms in the Lake District National Park in Cumbria. This region is an upland landscape which has been identified as an important space for carbon management in the UK. The research offers a distinct and timely approach to assessing the potential of interdisciplinary mapping to improve the management of soil carbon at the farm scale and has wider implications for the management of ecological systems.

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Bharat, Gauri. "An interdisciplinary approach to Santal architectural history." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/58765/.

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Santals are one of the many Adivasi (indigenous) communities in eastern India and are particularly renowned for precision and craftsmanship in their domestic architecture. The visually stunning dwellings and settlements fascinated me as an undergraduate architecture student, and now, in this doctoral research project, I take this forward as a critical enquiry into the production, use and transformation of Santal built environments. There are two important concerns in the study. First, I examine Santal dwellings and settlements as both sites and processes, i.e., I analyse built forms, everyday life, domestic art practices, and people’s perceptions of important aspects of their surroundings in order to understand Santal senses of space and place. Second, I attempt to correlate architectural shifts to wider changes in the Santal and other Adivasi communities and the Singhbhum region in order that the architectural analysis may be brought to bear upon a wider understanding of Adivasi pasts. In short, using architecture as a lens, I aim to understand Santal senses of being-in-the-world and how these have transformed in the course of the past two centuries. This study is an important departure from architectural discourses on traditional environments since it examines processes of making and people’s experiences together with architectural forms. This approach allows a new kind of architectural history to emerge: one that is no longer about buildings alone, but that offers insights into peoples’ sense of their collective lives, and in particular their phenomenological engagements with the social, environmental and historical worlds that are in part defined by architecture. The project is inherently interdisciplinary in that architectural analysis is combined with ethnography and participatory visual methods in the effort to study senses of place. More significantly, however, I aim to contribute to critical discourses on traditional built environments and their historiography.

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Dissertations / Theses on the topic 'Interdisciplinary approach to knowledge'

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