This dissertation is informed by lived experience of disability, artistic practice, and medical practice. My dissertation is also intended to be a model of how to bring to bear professional expertise, personal history, and personal obligations on scholarship. An inter-field survey of critical lenses within the humanities is developed, making for a heterogeneous model of engagement for scholars interested in studying medicine and medical representations in literature and other artistic genres and forms. A fusion of fields is created, demonstrating that many different approaches can be brought to bear – a deliberate choice because medicine is in need of critique from the humanities. Settler/bioscientific epistemologies are unpacked alongside Indigenous epistemologies. Metaphor, intersubjectivity, Indigenous place-thought, and disability studies are also deployed. I develop a way to link all of these pieces when they use the representation of pain as a common cause. I respectfully consider Indigenous knowledge without defining same or clinicalizing their knowledges. Ultimately, I develop a pain poetics. / Thesis / Doctor of Philosophy (PhD)

[pt] O objetivo deste trabalho é investigar os fundamentos metodológicos da arqueologia de Michel Foucault segundo noções do estruturalismo. Com a pretensão de contribuir para o debate a respeito da metodologia arqueológica foi selecionado o problema da materialidade do saber, tanto na dimensão da relação entre formações discursivas e formações econômicas, quanto na materialidade do próprio discurso. Dessa forma, as obras investigadas do filósofo francês são do período inicial de seu pensamento, partindo de Doença Mental e Personalidade (1954) e Doença Mental e Psicologia (1962), História da Loucura (1961) e O Nascimento da Clínica (1963); finalmente traçando um balanço com alguns apontamentos em A Arqueologia do Saber (1969). O caminho de pesquisa analisando obra a obra se justifica pela ausência de um método arqueológico pré-determinado, mas que é modelado através da análise de cada objeto particular. O desenvolvimento da análise sob o ponto de vista filosófico parte de uma apresentação inicial sobre noções do estruturalismo através da linguística (Saussure e Hjelmslev) e semiologia (Barthes) para construção de uma base teórica. Além disso, as noções do estruturalismo são organizadas a partir de um panorama de problemas e instrumentos utilizados pelos pensadores franceses da geração de 1968, apresentado por Deleuze. Investigando a metodologia das obras foucaultianas, o trabalho pretende contribuir para uma elucidação dos fundamentos teóricos da arqueologia de Foucault através de três componentes: 1 – o elemento, que pode ser entendido como discurso, enunciado, ou função-signo; 2 – o sistema, que pode ser entendido como história, formações discursivas ou arquivo; 3 – causalidade estrutural, que pode ser entendida como um conjunto descritivo das condições de possibilidade, o objeto arqueológico. Transversalmente à essa análise, a abordagem do problema da materialidade do saber demonstra que a contribuição deste trabalho pretende avançar no entendimento da incidência das formações não discursivas na constituição dos saberes (nível sistêmico), da relação entre essas formações e as formações discursivas (nível da causalidade) e da materialidade da função-signo, enunciado e discurso (nível elementar). / [en] The objective of this thesis is to investigate the methodological cornerstones of archaeology in Michel Foucault, according to elements of structuralism. Aiming to contribute to the debate on archaeological methodology, the problem of materiality of knowledge was chosen, both in the dimension of the relationship between discursive and economic formations, as well as in the realm of the materiality of discourse. Thus, the works investigated date from the beginning of his thinking, starting in Maladie mentale et personnalité (1954) and Mental Illness and Psychology (1962), Madness and Civilization (1961) e The Birth of the Clinic (1963), and finally creating a balance with some of his notes in The Archaeology of Knowledge (1969). The path of research analyzing each one of them is justified by the absence of a pre-determined archaeological method, but which is modeled through the analysis of each object in particular. The analysis is developed in a philosophical perspective, beginning with a presentation of the analytical principles of structuralism through linguistics (Saussure and Hjelmslev) and semiology (Barthes) for the construction of a theoretical basis. Furthermore, the analytical bases of structuralism are organized in a panorama of problems and instruments used by French thinkers of the 1968 generation, as presented by Deleuze. Investigating methodology in Foucauldian works, this thesis contributes to elucidating the theoretical fundaments of Foucault s archaeology through three components: 1 – the element, which can be understood as discourse, enuntiative, or sign-function; 2 – the system, which can be understood as history, discourse formations or archive; 3 – structural causality, which can be understood as a descriptive set of the conditions of possibility, the archaeological object. Throughout this analysis, the approach to the problem of materiality of knowledge shows that the present contribution aims to advance understanding on the incidence of non-discursive formations in the constitution of knowledges (systemic level), of the relationship between these formations and discursive formations (level of causality), and of the materiality of sign-function, enuntiative and discourse (elementary level).

This essay delves into the intricate interplay between truth, fiction, pain, and artistry in the contemporary global environment, within the framework of my artistic practice. Through an interdisciplinary lens influenced by Zygmunt Bauman, Donna Haraway, and Boaventura de Sousa Santos, it explores the tensions inherent in navigating an artistic practice amid a world marked by pain and impending uncertainty. The essay explores themes of assumptions, antagonism, and apocalypse, with a foundation in the theories of situated knowledge, hyper-politics, and the impact of liquid modernity on the artist's role. The narrative culminates in a discussion of katabasis, drawing parallels with mythological journeys and the transformative potential of descending into the underworld. Through a series of exhibited works from my solo exhibition Failed Escapist: The Mass Extinction Archives, I navigate the emotional landscape of mourning, searching, and confronting a world in crisis.

Aim: The aim was to examine waiting times for cataract extraction in Sweden from an intersectional gender perspective; quantitative with regard to waiting times for different patient groups, and qualitative in order to identify factors that might contribute to gender differences in waiting time. Furthermore, the aim was to examine implications of critical realism and situated knowledges for studies of gender differences among patients regarding access to cataract extraction and more generally as grounds for studies of (in)equity in care.   Methods: Studies I and II were register studies, and linear regression was performed in Study I and logistic regression in Study II. Mean waiting times for female and male patients were calculated in both studies. In Study III, focus group interviews were conducted at two eye clinics with differences in gender-related waiting times. The analysis method used was constructivist grounded theory, and text analyses were performed in Study IV.   Main findings: Longer waiting times were associated with patients who were female, retired, of higher age, born outside the Nordic countries, having lower income, lacking education at university level and not being categorized by means of NIKE. Female patients had longer waiting time in all categories. The following factors might contribute to why female patients have longer waiting times: Traditional male occupations were constructed as being more demanding for visual acuity, while the need for good visual acuity in women’s work life was questioned; Assertive behaviour among men was explained in legitimizing ways; Behaviour among men with poor vision was constructed as safety risks in relation to driving and hunting. Concerning meta-theoretical aspects, both critical realism and situated knowledges can be fruitful for studies of (in)equity in care but are to some degree incompatible with each other.   Conclusions: Differences in waiting times at eye clinics can be related to gender constructions. The prevailing pattern of female cataract patients systematically having longer waiting time than male patients that emerges in this thesis is noteworthy in relation to the principle of equity in care. Furthermore, it is noteworthy that waiting times were related to age, retirement, and native country as well as income and education levels.

La pornographie fait partie du paysage de notre société. Le processus de massification qui s'est produit, essentiellement des années 1970 à nos jours, l'a progressivement conduit à devenir une industrie culturelle colossale soulevant des questions relatives aux discours dont elle est la matière (professionnels du secteur de production, journalistes, profanes, politiques, etc.). La pornographie est un objet social et culturel, relevant d’enjeux économiques, politiques et esthétiques, et semble de fait avoir gagné en légitimité au sein-même de la recherche scientifique durant cette dernière décennie. Instituée en courant de pensée ici (porn studies anglo-saxonnes), en sous-champ de recherche là (pornographie lesbienne, etc.), ce « nouveau » terrain de recherche pourrait bien constituer un prolongement des études sur le genre et la sexualité. C’est ce processus de mutation d’un objet marginal vers un objet conforme au système académique que nous nous proposons d’élucider dans cette thèse. Ce travail a pour but de réhistoriciser l’émergence des différents travaux français s’attachant à la question de la pornographie. L’élaboration de cette cartographie permettra d’une part, de découvrir le noyau et la constitution des études de la pornographie en France, et d’autre part, de dépeindre l’aspect communicationnel propre à la construction, à la mutation et à la transmission du savoir. Ces processus apparaissent alors tant dans les relations qu’il est possible d’établir entre différents champs scientifiques, que dans la circulation des savoirs propres à la science en train de se faire. Cette recherche pourrait d'ailleurs avoir un apport heuristique quant aux études d’ores et déjà menées depuis les années 1980 en sociologie ou en histoire des sciences, quant à l’émergence de nouvelles disciplines, de nouveaux champs et objets de recherche / Pornography is part of the landscape of our society. Starting in the 1970s, a process of massification has gradually led pornography to become a huge cultural industry, raising questions about the discourse of which it is the subject (production professionals, journalists, laymen, politicians etc.). Pornography is a social and cultural object with economic, political and aesthetic relevance and consequently seems to have gained legitimacy even within scientific research over the last decade. Established as a trend of thought on one hand (referred to in the English-speaking world as Porn Studies) and a research subfield on the other (lesbian pornography etc.), this "new" research field could certainly follow on from Gender and Sexuality Studies. This doctoral thesis proposes to clarify the process by which a marginal object is transformed into an object that fits into the academic system. The work aims to reconstitute the historical context in which the various French research projects relating to pornography emerged. The development of this historical map will allow us to explore the core of Pornography Studies in France and how they were constituted on one hand, and to describe the specific communicational aspects of knowledge construction, transformation and transmission on the other. These processes appear both in the possible relations between different scientific fields and in the flow of knowledge specific to the science that is in the making. This research could also make a heuristic contribution to studies that have already been carried out since the 1980s in Sociology or History of Science about the emergence of new disciplines and new research fields and topics

Made available in DSpace on 2015-03-04T20:01:03Z (GMT). No. of bitstreams: 0 Previous issue date: 7 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo problematiza a relação que professores de classes de Educação de Jovens e Adultos estabelecem com o saber e com o ofício docente. Tem como pressuposto que os saberes, as relações e os sentidos que os sujeitos-professores constroem e transformam ao longo de suas histórias de vida estão intrinsecamente relacionados com saberes, relações e sentidos que esses sujeitos-professores constroem sobre seu ofício docente. A pesquisa está fundamentada nos estudos desenvolvidos por Charlot (2000) sobre a noção de relação com o saber e teve por objetivos: identificar, na história pessoal e escolar, elementos constituidores da opção pela docência de professores de EJA; examinar a influência dos dados da história pessoal e escolar na relação que os professores estabelecem com o saber; problematizar a relação que professores de classes de EJA estabelecem com o saber e com o ofício docente e examinar a relação que os professores de classes de EJA estabelecem com o saber pedagógico. Metodologicamente trabalhou / The present master thesis examines the relationship that Adult and Youth Education establish with the knowledge and their profession. It is based on the premise that knowledges, the relationships and the meanings teachers build and transform throughout their lives are intrinsically related with knowledges, relationships and meanings that those teachers construct about their occupation. The research is based on the studies developed by Charlot (2000) about the notion of the relationship with the knowledge and has as its main objectives: identify in the personal and school history, constitutive elements of teacher’s option in the filed of adult and young education; examine the influence that personal and school history data have in the relationship that teachers establish with the knowledge and with their profession, and finally examines the relationship that adult and young education teachers establish with the pedagogic knowledge. From the methodological perspective, this work utilizes Baquero´s proposal of

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-18T12:29:14Z No. of bitstreams: 1 Monalisa da Silva Pinheiro.pdf: 877420 bytes, checksum: 2fb494af9bb4eb768f66c4b7ab9cee64 (MD5) / Made available in DSpace on 2015-04-18T12:29:14Z (GMT). No. of bitstreams: 1 Monalisa da Silva Pinheiro.pdf: 877420 bytes, checksum: 2fb494af9bb4eb768f66c4b7ab9cee64 (MD5) Previous issue date: 2013-01-31 / Nenhuma / Este estudo buscou compreender como os professores e estudantes da graduação de enfermagem interatuam na produção de saberes sobre o acompanhamento de sujeitos em processo de morte.Destacam-se como objetivos principais: (1) Compreender como os processos de ensino/aprendizagem que incidem em atividades teórico - práticas produzem saberes junto ao cuidado de usuários do serviço de saúde; (2) Conhecer as estratégias didático - pedagógicas utilizadas pelos docentes enfermeiros, ou a ausência das mesmas, no ensino junto ao paciente em processo de morte;(3); - Identificar como os docentes atuam frente às aprendizagens complexas vividas pelos alunos; (4) Contribuir para o campo da didática do ensino superior na formação universitária.Utilizou-se os princípios da pesquisa qualitativa incluindo a realização de entrevistas semi-estruturadas com seis professores do Curso de Enfermagem , que atuam a mais de cinco anos como supervisores de atividades teórico-práticas, bem como os discentes universitários do mesmo Curso. Os dados foram organizados em três dimensões - Entre o trabalho e a universidade: as origens do saberes de professoras enfermeiras - Estratégias pedagógicas utilizadas na relação professor aluno e sujeito em processo de morte - Desafios cotidianos no ensino a beira do leito. A revisão de literatura e os achados a partir da análise dos depoimentos dos interlocutores ajudam a compreender que o ensino do sujeito em processo de morte é uma atividade complexa e multifacetada. O educar para cuidar da pessoa em processo de morte parece se fazer possível somente a partir de uma reflexão do existir humano, do entendimento de nossa inevitável finitude ,pois a partir do momento que consideramos a morte como sendo parte da vida é que poderemos tratar do assunto de uma maneira mais aberta, minimizando o sofrimento dos envolvidos. O estudo demonstrou que o currículo do curso não inclui explicitamente este conhecimento,ficando, a construção dos saberes sobre o tema a critério dos docentes em situação real. Ao mesmo tempo explicita a importância de uma preparação profissional para os Enfermeiros em formação relativa ao acompanhamento de sujeitos em processo de morte. / This study aims to understand how nursing undergraduate professors and students interact during knowledge production related to the palliative care of patients with terminal conditions. Our main main objectives were the following: (1) Understand how the processes of teaching / learning that focus on theoretical-practical activities produce knowledge along patient care on the health services; (2) Know the learning strategies used by undergraduate nursing professors, or the lack thereof, in teaching with patients on terminal process; (3) Identify how professors act in regard to the complex learning experiences of their students; (4) Contribute to the field of teaching in higher education programs. A qualitative research method was used, which included performing semi-structured interviews with six professors of a nursing college, who all act as learning supervisors for more than 5 years, as well as the students of the same course. The collected data was organized in three dimensions: (1) Among work and the university: the origins of knowledge of female nursing professors; (2) Pedagogic strategies for relationships between students, professors and patients in terminal process; (3) Challenges in everyday teaching at the bedside. The literature revision and our findings from the interviews help to understand that approaching the subject of “palliative care” is a complex and multifaceted activity. Learning to perform care of patients suffering from terminal conditions seems to be possible only with a reflection of human existence and the understanding of the inevitable ending of human life. As soon as we consider death as part of life, we will be able to approach this subject openly, diminishing the suffering of all those involved in the process. This study demonstrates that many educational programs don’t explicitly include this subject on the undergraduate schools curriculum, leaving it the discretion of professors in real situations. At the same time, it demonstrates the importance of formal training in palliative care for nursing professionals.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-10-11T12:55:10Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Juliano Strachulski.pdf: 14617097 bytes, checksum: 42e0119e40b0b4754e45840514372b78 (MD5) / Made available in DSpace on 2018-10-11T12:55:10Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Juliano Strachulski.pdf: 14617097 bytes, checksum: 42e0119e40b0b4754e45840514372b78 (MD5) Previous issue date: 2018-06-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Ao longo do tempo, os povos indígenas vêm desenvolvendo seus saberes tradicionais e construindo uma relação transcendental com o território e natureza local, inerentes não somente a elementos práticos, materiais, mas também simbólicos, espirituais. A Geografia acaba despertando o interesse pelos povos indígenas, por seus conhecimentos tradicionais, que versam sobre as formas de viver no mundo (relação com o território e territorialidades), o savoir-faire (práticas e habilidades), e tratam do mundo em que se vive (cosmogonia e cosmologia). Em especial, a Geografia Cultural entende como elementar, a tradução da complexidade local não de forma a simplificá-la, mas com vistas a torná-la mais inteligível aos olhos da ciência, a partir de referenciais como o território, territorialidade, (geo)símbolos, identidade territorial e suas implicações socioculturais e ambientais. Acerca do exposto, o objetivo norteador da tese foi compreender a importância do território para a existência dos saberes tradicionais Parintintin na Aldeia Traíra da Terra Indígena Nove de Janeiro, Humaitá - AM. Em termos metodológicos, buscou-se valorizar as vivências e saberes cotidianos, a partir de uma pesquisa participativa. Dentre os procedimentos metodológicos e as técnicas adotadas, destacam-se: entrevistas semiestruturadas, excursões à floresta, oficina participativa, convívio diário com os indígenas, uso de caderno de campo, registros fotográficos, entre outros. Na vivência com os atores sociais, observou-se que no contato e relacionamento com a sociedade não indígena seus saberes e costumes tradicionais proporcionaram uma relativa resistência à cultura externa, sendo que seu sistema cultural se adaptou, internalizando novas práticas materiais e imateriais híbridas. Portanto, a relação com o território e o manejo da floresta, apesar de ter sofrido com influências externas, é guiada por um conhecimento tradicional, apoiado numa concepção de natureza menos utilitarista e exploratória do que aquela da sociedade envolvente. O território é visto como sua base material e simbólica, em que se assentam seus conhecimentos tradicionais, tem origem seus mitos, lendas e crenças, onde caçam, pescam, praticam a agricultura e manejam as espécies vegetais elementares a sua sobrevivência física e cultural e, em especial, local em que coevoluem com a natureza. Em relação à interpretação dos saberes indígenas acerca da vegetação, evidencia-se que identificam e classificam, em especial, aquelas espécies utilizadas para o tratamento da saúde, conhecem a melhor forma de manipulá-las, e os ambientes em que elas se encontram, estando intimamente associados ao seu território. Entendem que devem respeitar as fases da lua, os seres da floresta (Curupira, Kagwyrajara e Pirakwera‟ğa) e suas crenças, em que situações determinadas plantas podem ser usadas para fins práticos (chás, xaropes, massagens, etc.) ou simbólicos (benzimentos, pintura corporal). Portanto, não são somente saberes práticos, que atendem às suas necessidades primárias, mas também frutos de observações em termos estéticos, intelectuais e/ou espirituais. São transmitidos oralmente dos mais velhos para os mais jovens, porém igualmente adquiridos por sua curiosidade, por uma capacidade intelectual de associar a presença de certos elementos (naturais e culturais) a determinados territórios. Por fim, destaca-se que os conhecimentos tradicionais possuem uma forma totalizadora de classificar e interpretar o mundo, mediante uma sensibilidade humana (elementos materiais e simbólicos). / Throughout time, indigenous peoples have been developing their traditional knowledge and building a transcendental relationship with local territory and nature, inherent not only to practical elements, materials, but symbolics, spirituals. Geography ends up awakening interest for the indigenous peoples, for their traditional knowledges, which address with the ways of living in the world (relation to the territory and territorialities), the know-how (practices and skills), and deals with the world in which live (cosmogony and cosmology). In particular, Cultural Geography understands as elementary, the translation of local complexity not in order to simplify it, but with a view to making it more intelligible to the eyes of science, from references such as territory, territorialities, (geo)symbols, territorial identity and their sociocultural and environmental implications. About the above, the guiding objective of the thesis was to understand the importance of the territory for the existence of traditional knowledges Parintintin in the Village Traíra of the Indigenous Land Nove de Janeiro, Humaitá-AM. In methodological terms, it was sought to value at experiences and daily knowing, from the participatory research. Among the methodological procedures and the techniques adopted, stand out: semi-structured interviews, excursions to the forest, participatory workshop, daily living with the indigenous, use of field notebook, photographic records, among others. In the living with social actors, it was observed that in contact and relationship with the non-indigenous society its traditional knowledges and customs provided a relative resistance to external culture, being that their cultural system has adapted, internalizing new material and immaterial hybrid practices. Therefore, relationship with the territory and forest management, despite having suffered with external influences, is guided by traditional knowledge, supported in a conception of a less utilitarian and exploratory nature than that of surrounding society. The territory is seen as its material and symbolic basis, on which their traditional knowledge are based, has origin its myths, legends and beliefs, where they hunt, fish, practice agriculture and manage elemental vegetable species for their physical and cultural survival and, in particular, where they co-evolve with nature. Regarding the interpretation of indigenous knowledges about vegetation, is evidenced that identify and classify, in particular, those species used for the treatment of health, know the best way to manipulate them, and the environments in which they are, being closely associated with their territory. They understand that must respect the phases of the moon, the beings of forest (Curupira, Kagwyrajara and Pirakwera‘ğa) and their beliefs, in which situations certain plants can be used for practical purposes (teas, syrups, massages, etc.) or symbolic (benziments, body painting). Therefore, are not only practical know-how that meets their primary needs, but also fruits of aesthetic, intellectual and/or spiritual observations. Are transmitted orally from the olders to the youngers, but equally acquireds by his curiosity, by an intellectual capacity to associate the presence of certain elements (naturals and culturals) to determined territories. Finally, stands out that traditional knowledges has a totalizing form of classifying and interpreting the world, through a human sensibility (material and symbolic elements).

Esta pesquisa tem como tema as memórias das interações acadêmicas (IAs), praticadas na UFRGS, e do Núcleo de Convênios que está implicado nessa relação. O objetivo geral foi de evocar as memórias, através da História Oral, dos atores envolvidos na relação universidade/sociedade na produção de uma memória social e na estruturação de uma ecologia de saberes na universidade, a partir de três casos relacionados à trilogia ensino-pesquisa-extensão da UFRGS no período de 2011 a 2015. A metodologia foi de natureza qualitativa. Dessa forma, foi realizado levantamento documental do período de abrangência da pesquisa com seus detalhamentos, assim como entrevistas de História Oral com as pessoas envolvidas com as IAs. Foram apuradas as categorias: memórias e trajetórias; Educação Superior e ecologia de saberes, com suas respectivas subcategorias, analisadas a partir dos conceitos e reflexões da relação dialógica, do Ensino Superior, dentre outros, e, sobretudo, das teorias de Boaventura de Sousa Santos, evidenciando a estruturação de uma ecologia de saberes na UFRGS. Nessa perspectiva, foram evidenciadas, nas falas e no cenário da investigação, respostas aos objetivos propostos e à indagação do estudo. O resultado da investigação permitiu inferir que no ambiente da universidade transita a compreensão e o partilhar das visões de mundo, assim como ocorre a extensão, com projetos e ações extramuros da universidade no diálogo progressivo entre o saber científico e os saberes leigos e populares. A partir da relação dialógica, constatou-se o amadurecimento nas relações da universidade/sociedade como um todo, evidenciando as transformações focadas nos interesses e nas necessidades emergentes da população. Esse paradigma se confirma na sustentação das interações acadêmicas, que promoveram a estruturação da ecologia de saberes, comprovando a missão e a responsabilidade social da universidade. Para alcançar as exigências do mestrado profissional, foram produzidos uma cartilha e um material didático como produtos finais. / This research theme is about the memories of Academic Interactions (IAs) practiced at UFRGS, and in the Agreements Core implied within its relation. The main objective was to evoke memories through oral history, among the involved actors in the University/Society relation in a social memoir production and in the structuring of a University Ecology of Knowledges from three related cases, related to the teachingresearch- postgraduation trilogy at UFRGS, between the years of 2011 and 2015. This was a qualitative methodology reasearch, therefore a documental survey was done from the research reporting period and its details, as well as oral history interviews among the involved subjects with the IAs. The categories evaluated were: memories and trajectories, higher education and ecology of knowledges with their own respective subcategories, analised from concepts and reflections on dialogic relations, in higher education, among others; and above all, on Boaventura de Sousa Santos theories, highlighting the struturizing of Ecology of Knowledges at UFRGS. In this perspective, speeches and settings emphasized the answers to the proposed goals and to the questioning in this study. The result of this investigation allowed to derive that, in the University enviroment, there is a wondering between the understanding and the sharing of world visions, as well as occurs in postgraduation, with all the University projects and actions over walls, in a progressive dialog between scientific and lay or popular knowledge. From this dialogic relation, it has been found a maturity in University/Society relationships as a whole, evincing tranformations focused on emerging population needs and interests. This paradigma is confirmed by the Academic Interactions sustainance, which promoted the structuration of Ecology of Knowledge, proving the University mission and its social responsability. As final products, in order to achieve the professional master degree, it was produced a booklet and didactic material.

A travers l'histoire culturelle de la noix et du noyer en Occident, ce sont tous les rapports des sociétés passées au monde végétal qui sont interrogés. Que savaient ces sociétés de la noix et du noyer ? Que faisaient-elles de cet arbre et de son fruit ? Enfin, que pensaient-elles de ce végétal ? Quelles croyances et quels symboles la noix et le noyer ont-ils inspiré à l'imagination des hommes ? Autant de questions auxquelles il a été possible de répondre dans ce travail grâce à l'élaboration d'une méthodologie nouvelle prenant en compte le caractère de longue durée et l'interdisciplinarité inhérente à un tel sujet. Ainsi, par l'analyse de sources nombreuses, issues de divers champs disciplinaires comme la botanique, la médecine, l'histoire de l'alimentation, l'archéobotanique, les mythologies et les religions, les littératures populaires ou encore la parémiologie, une histoire culturelle de la noix et du noyer a pu être écrite. Cette histoire propose une promenade à travers les sources et les siècles, de l'Antiquité romaine au XVIIIè siècle, qui dévoile les évolutions majeures relatives aux savoirs, aux usages, aux mentalités et aux sensibilités qui ont entouré la noix et le noyer en Occident. / Through the cultural history of the walnut and the walnut tree in the Occident, it is all the relationships between past societies and the vegetal world that are being examined. What did these societies know about the walnut and the walnut tree ? What did they do with this tree and its fruit ? What did they think about it ? How did the walnut and the walnut tree capture the human imagination ? What beliefs and symbols emerged from those conceptions ? It has been possible to answer those questions through the development of a new methodology that takes into account the long-term history and an interdisciplinary approach, inherent to such a subject. Thus, through the analysis of various primary sources from numerous disciplines such as botany, medecine, the history of food, archeobotany, mythologies and religions, popular literatures or proverbs, a cultural history of the walnut and the walnut tree has been elaborated. This history offers a walk, through sources and centuries, from roman Antiquity to the XVIIIth century, and reveals the major developments and shifts regarding knowledges, uses, mentalities and sensibilities concerning the walnut and the walnut tree in the Occident.