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The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and grade level were also considered. The population consisted of 624 students who were third and fourth grade high-ability students during the 2009-2010 school year. Data were gathered that covered a 1-year period for high-ability third and fourth graders. A series of independent samples t-tests were used to identify relationship among variables. The researcher's investigation of the relationship between AM and mathematics achievement might assist educators in planning for use of technology as a supplement to the normal mathematics curriculum. The findings indicated measurable differences in the performance of high-ability third and fourth grade students who qualified for free and reduced priced lunch and participated in AM compared to high-ability students who qualified for free and reduced priced lunch and did not participate in the program. High-ability students who participated in the AM program and who qualified for free and reduced lunch scored significantly higher on the TerraNova math achievement test than students who did not participate in AM and who qualified for free and reduced lunch. There were also measurable differences in the performance of high-ability fourth grade students who participated in the AM program compared to those who did not participate in the program. Fourth grade high-ability students who participated in the AM program scored significantly higher on the TerraNova math achievement test than fourth grade students who did not participate in the program. This study indicated no significant findings among gender, students in grade 3, and students who did not qualify for free and reduced price lunch who did and did not participate in the AM program.

An increasing number of schools across Europe offer education which integrates the teaching of content with that of language, sometimes known as CLIL (Content and Language Integrated Learning), or the Swedish equivalent SPRINT (språk- och innehållsintegrerad inlärning och undervisning). In Sweden this type of learning often goes under the name of cross-curricular or interdisciplinary work. This dissertation is a case study of one such project that integrated content and English and that took place in year 9 at a secondary school in southern Sweden. The purpose of the investigation was to find out what the teachers' and pupils' perceptions were of the use and role of English in this particular cross-curricular project. Applying case study methodology, data was collected using triangulation through observations, a focus group interview with the teachers and a pupil questionnaire. The results show that all the involved teachers and a majority of the pupils were positive towards the integration of content and language, but not on a permanent basis. The teachers felt that the project gave the pupils the opportunity to work with the language and develop communication skills. The pupils said that they had learned more speaking skills compared to being taught English as a separate subject, closely followed by writing and reading skills. However, some felt that they had not learned any grammar, which showed a view of English as a skills subject. The study shows that project-based cross-curricular work could be a successful way to integrate content and language, provided projects are well-planned and clearly structured.

Content and Language Integrated Learning (CLIL) is a dual focused pedagogical practice in which a language other than the students’ first language is taught through content. CLIL has grown to become a popular pedagogic approach within education systems across the world. However, research conducted in Swedish primary schools is extremely limited. Therefore, the aim of this study is to provide an insight into what factors are of relevance for the practice to be successful, as well as whether an implementation of the approach in the Swedish educational system would be beneficial. The study presents an overview regarding previous research and relevant theoretical perspectives. Semi-structured interviews with five primary school teachers in the south of Sweden were conducted for this study. The results reveal numerous beneficial factors, such as the students’ language skills and knowledge skills developing simultaneously in meaningful contexts. An additional beneficial factor expressed by all the interviewed teachers is the development of the students’ interculturality, which is stated as a key skill to develop through English as a Foreign Language (EFL) teaching by the Swedish National Board of Education (Skolverket). However, the conclusion demonstrates that the major challenges are the lack of a set framework and adapted materials available in Sweden for the pedagogical practice.

The aim of this study is increased insight and understanding of how learning from research to practice is working theoretically and experienced by participants. Research questions are: 1. What does learning from research mean, from a theoretical perspective? 2. How is learning from research to develop practice experienced from a participant perspective? 3. How can learning from research at work be promoted and contribute to better understanding of interactions between research and practice in local research and development projects? A theoretical- analytical framework is developed. It is then used to understand and explain how learning from research is experienced by participants in local R & D projects. After data collection using semi structured interviews and a thematic analysis, new aspects are added to the framework in an abductive process. The results show that a rewarding interplay between research and practice is possible, but it needs more critical reflections and a developed understanding of different types of knowledge and their unique contributions to learning. An epistemological change is needed where practical knowledge and research is seen as equals is also important. Where researchers instead of being experts becomes co-creators of knowledge along with the practitioner, to solve common issues. / Målet med studien är ökad insikt och förståelse för hur lärande i samspel mellan forskning och praktik fungerar teoretiskt och upplevs ur ett deltagarperspektiv. Forskningsfrågor:  1. Vad innebär lärande av forskning för att utveckla praktiska arbetssätt, utifrån ett teoretiskt perspektiv? 2. Hur upplevs lärande av forskning för att utveckla nya arbetssätt, utifrån ett deltagarperspektiv? 3. Hur kan lärande av forskning på arbetsplatser främjas och bidra till en större förståelse för samspelet mellan forskning och praktik i lokala FoU projekt? Ett teoretisk-analytiskt ramverk utvecklas som svar på första frågan. Det används sedan för att förstå och förklara hur lärande av forskning upplevs ur ett deltagarperspektiv i lokala FoU projekt. Efter en datainsamling via semistrukturerade intervjuer och en tematisk analys adderas nya aspekter in i ramverket i en abduktiv process. Studien visar att ett givande utbyte mellan forskning och praktik kan ske, men att den kritiska reflektionen behöver förstärkas och en utvecklad insikt om vad olika kunskapsformer kan ge och deras unika bidrag till lärandet. En förändrad kunskapssyn är också viktig där forskning och praktisk kunskap anses lika värdefulla. Där forskaren istället för expert blir medskapare av kunskap ihop med praktiker för att lösa gemensamma problem.

Bakgrund: I samtliga vårdverksamheter kommer patienter i kontakt med sjuksköterskestudenter, som under den verksamhetsförlagda utbildningen förväntas erbjuda patienter god vård under handledning av legitimerade sjuksköterskor. Syfte: Att beskriva patienters upplevelser av att vårdas av sjuksköterskestudenter. Metod:Systematisk litteraturstudie med en beskrivande syntes, grundad i kvalitativ ansats. Resultat: Patienter upplevde att studenters bemötande kunde präglas av ett genuint förhållningssätt vilket ökade patienters välbefinnande. Studenters närvaro kunde även bidra till en vård utöver det vanliga, en förbättrad vård som var mer anpassad efter individen. En ömsesidig gemenskap kunde infinna sig i mötet mellan studenter och patienter, men att som patient vara navet i lärandeprocessen kunde även upplevas som sårbart. Slutsats: Patienters upplevelser av sjuksköterskestudenter var övervägande positiva. Studenter bidrog med genuin närvaro och var generösa med sin tid, vilket bidrog till ökat välbefinnande hos patienter. Med studenter närvarande kunde patienter hamna i ett lärande sammanhang vilket kunde påverka patienters vårdupplevelse både positivt och negativt. / Background: In all care activities, patients come into contact with nursing students. Students are expected to offer patients good care at their clinical placements under the supervision of licensed nurses. Aim: To describe patients’ experiences of being cared for by nursing students. Method: Systematic literature study with a descriptive synthesis, based in qualitative approach. Results: The patients experienced an increased well-being through students’ genuine approach. The presence of students could also result in a care beyond the ordinary, as an improved care which was more adapted to the individual. A mutual togetherness could occur in the encounter between students and patients,but as a patient being the hub of the learning process could also be perceived as vulnerable. Conclusion: Patients' experiences of nursing students were predominantly positive. Students contributed with a genuine presence and were generous with their time, which contributed to increased well-being of patients. With students present, patients could end up in a learning context, which could affect patients' care experience both positively and negatively.

Introduction E-health, defined as digital healthcare services enabling remote contact between patient and caregiver, has gained increased attention in scientific research during the recent decades. Given the rapid pace of technological progress and the ever-changing nature of work, health care professionals constantly need to learn new technologies (Agrawal & Prabakaran, 2020; Carlander, 2021; Samuelson et al., 2022). Such learning can take place in different ways. Over the past thirty years, theories of work-integrated learning (WIL) have emerged, initially focusing on individual practitioners formal learning as an organized activity in educational settings, only to later widen the scope to include informal learning – learning as a dimension of everyday practice – at individual, group and organizational level. In this thesis, health care professionals’ informal learning is studied. E-health, at times conceptualized as a place-independent technology liberating health care from its spatial limitations, is analysed from a place perspective, thus contemplating on the importance of place when presumably place-independent technologies are implemented in everyday practice. While the general conditions for primary care in urban and rural areas have been researched to some extent (e.g. Ekman et al., 2019; Kullberg et al., 2018; Lindberg & Carlsson, 2018; Lindberg et al., 2021; Myndigheten för vård och omsorgsanalys, 2021) it remains to explore in what ways these conditions can affect professional learning in an e-health context, thus affecting how technology is used. A perspective that describes the technology as place-independent could suggest that the technology works in a similar way everywhere, a one-size fits all, regardless of where practice is conducted. But with few exceptions (e.g. Currie et al., 2015; Lindberg et al., 2021; Lindberg & Carlsson, 2018; Salemink et al., 2017), e-health in primary care from a place perspective has rarely been studied and problematized. Although the relevance of e-health for rural areas has been identified, there is still a lack of research and knowledge regarding e-health in rural areas (Lindberg & Carlsson, 2018) and the spatial shift that occurs when care moves from a physical to a digital space. In health research, calls for research with place perspectives have been voiced, as health is linked to the social, and the social to a place (Wiles et al., 2009); in this case, what takes place while learning digital health in a social space. The setting of this study is a rural primary health care center located in Sweden. In the area of the health care center, geographical distances are longer, the population older, and the digital infrastructure to some extent deficient, compared to the national average. The study describes and analyzes healthcare professionals’ learning, use of e-health services and their experience of the potential and limitations of e-health in their rural context. In addition, patients 65 years and older are interviewed, as they form a central part of the care environment described and thus the health care professionals’ everyday learning environment. Aim and research questions The overarching purpose of the study is to contribute with an increased understanding of how health care professionals in primary care come to learning and e-health services to use in a health care environment with physical geographical distances, an aging population, and to some extent insufficient digital infrastructure. The following research questions guided the work: - How can health care professionals’ learning and use of e-health technologies be understood from a place perspective? - Which opportunities and limitations do e-health pose in rural primary care? - How are older people's experiences taken into account when e-health services are used and how does the elderly patient (65 years and older) experience an increasingly digital primary care environment? Method This study emanates from data produced january 2021 to may 2022 through interviews with health care professionals (N=14) and patients aged 65 years and older (N=14). Health care professionals were recruited from a primary health care center in a rural area in Sweden. Patients were recruited from the same area. The health care professionals comprised of doctors, nurses, assistant nurses, medical secretaries and a health care center manager. Semi-structured interview guides were used during the interviews. The health care professionals were asked questions about individual use of digital health technologies, motivation to use digital health technologies, professional learning and development and experience of digital health in a rural setting. Patients were in a similar fashion asked about individual use of digital health technologies, motivation to use these technologies and their personal relationship to the health care center. All data were analyzed in accordance with constructive grounded theory as described by Charmaz (2017, 2014, 2012, 2005, 2000). This variant of grounded theory has gained influence in recent years and has also become popular in the health sciences (Albert, 2019; Mills et al., 2006). The difference between classical grounded theory and the constructivist-based grounded theory can be seen as a difference in ontology and epistemology. In the constructivist-based theory, unlike the classical grounded theory, the researcher is seen as a co-creator of the empirical material. Through his/her interpretations, the researcher becomes part of what is being studied, which means that the empirical material is subsequent to change. Charmaz (2014) describes constructivist grounded theory as a method that can lead to creative interpretations as the analytical process can contribute with an understanding of both social processes and general events. Results During interviews, health care professionals and patients assigns the health care center connotations that are also used to describe the wider setting of the health care practice, the “countryside”; a place with geographical distance but also social proximity, often contrasted and compared with a notion of a more impersonal care in the city. The “personal care” described at the local health care center is made possible due to spatial continuity, in part created by relationships and networks built up over time, in part due to the emotional connections to the health care center as a physical place. For patients, recognition creates a knowledge-based continuity, which in turn provides security and emotional ties between patient and professional. Health care professionals view these relationships as an integral part of creating good care. The emphasis of personal relationships and the importance of the social in care – i.e. informal, spontaneous meetings between patient and nurses – shows how the health care have established a social role in local society. Both professionals and patients describes the health care center as a meeting place, a place with no boundaries for access to health care. However, e-health technologies, for example digital care meetings via videolink, is to a large extent viewed as creating new boundaries. Health care professionals describe how the elderly patient lacks knowledge or is too unaccustomed to use digital tools, why elderly patients opt out of digital care meetings in favor of a physical visit. Interviewed patients, however, describe that they – with variations but to a large extent – are digitally savvy. Instead, opting out of digital care is an expression of active choice. The health care center is an appreciated meeting place that delivers a social, informal and spontaneous dimension of care, dimensions the digital care meeting cannot offer. vii Together with this empirical data, theoretical data of social health, affordances and the importance of third places in local society, shows the relation between place and learning. Gibson's (1979) concept of affordance encompasses the conditions that emanate from a particular place, a place-related action-borne knowledge based on the resources offered in the surrounding environment, thus providing answers to what the environment can offer in regard to its possibilities and limitations. On the superficial level, a coverage map showing the digital infrastructure in the health care centers’ immediate area – showing whether a digital care meeting is at all possible – describes one of the affordances that exist when the health care professionals are faced with the decision to schedule a digital care meeting. On the other hand, there are also more abstract affordances at play: the view of the patient's relationship with the health care center and its professionals, the local role of the health care center, the patient's readiness – i.e. digital literacy – to conduct a digital care meeting and the question of the nature of a “good” care meeting. Discussion and conclusion The study highlights the importance of viewing learning from a sociocultural perspective. Although Gibson's (1979) affordances previously have been used in research on learning, it could be argued that this has been done with a narrow interpretation of what constitute an affordance. For example, workplace affordances have been limited to which learning opportunities are easily accessible to workers, the employee's ability to create learning opportunities for themselves, and access to teachers (e.g. Berkhout et al. 2017). But since a workplace cannot be seen as a solitary unit, more studies need to shed light on e-health from a place perspective where health care activities, such as e-health, are seen together with their cultural and social context. To understand what learning is possible, an understanding of place is required. Following a socio-material perspective the affordance cannot be limited to the characteristics of an actor or technology – what it enables – but also something that consists of the relationship between people, technology and the socio-cultural environment, the social practices that the technologies creates and offers. In this case e-health usage is limited by both health care professionals and patients, but in different ways. For health care professionals, the low digital readiness that they perceive among their patients formulates limits to usage. For the patients, however, usage is primarily not a question of lack of knowledge regarding digital health care services, rather, the patients make an active choice in favor of a social, physical visit to the health care center, instead of a perceived anonymous digital health care meeting. / Denna studie belyser vårdprofessioners lärande när e-hälsoverktyg, digitala vårdtjänster som medger distanskontakt mellan patient och vårdgivare, ska komma till användning i en svensk primärvårds- och landsbygdskontext. I fokus står en vårdcentral på landsbygden, där de geografiska avstånden är längre, befolkningen äldre och den digitala infrastrukturen till viss del bristfällig. Studien beskriver och analyserar vårdprofessionernas lärande och användning av e-hälsotjänster och upplevelsen av e-hälsans potential och begränsningar utifrån den egna kontexten. I studien har förutom vårdprofessioner (läkare, sjuksköterskor, undersköterskor, medicinska sekreterare, verksamhetschef) även patienter 65 år och äldre intervjuats, då de utgör en central del i den beskrivna vårdmiljön och därmed också i vårdprofessionernas lärmiljö. Då kunskap om förutsättningarna för e-hälsa på landsbygden och vårdprofessionernas lärande utifrån denna landsbygdskontext fortfarande är bristfällig, är det relevant att belysa e-hälsa utifrån ett lärande- och landsbygdsperspektiv. Den forskningsansats och analysmetod som använts i studien är Charmaz artikulering av grundad teori, konstruktivistisk grundad teori (Charmaz, 2017, 2014, 2012, 2005, 2000), en uppsättning riktlinjer för empirinära, teorigenererande analys. Studiens resultat beskriver hur såväl e-hälsa som lärande är komplexa fenomen som behöver ses i sitt sammanhang. Medan e-hälsa beskrivits som en möjliggörare av platsoberoende vård, visar studien att det finns många platsberoende aspekter att ta hänsyn till för att tekniken ska komma till användning. I studien används begreppet handlingserbjudande (Gibson, 1979:; Billet, 2001a; 2001b) för att illustrera möjligheter till lärande givet platsens förutsättningar, något som ofta formuleras i relation till patienten: vad vårdprofessionerna upplever att patienten kan och vill. Då handlingserbjudandena inte alltid motiverar vårdprofessionerna att använda digitala vårdtjänster, såsom videomöte, får det en direkt effekt på lärandet. För att beskriva kontexten för lärandet och de handlingserbjudanden som står till buds används begreppet ”Tredje plats” (Oldenburg, 1991), en mötesplats som understödjer svaga ix band mellan individer på orten. Hälsocentralen har kommit att bli en uppskattad mötesplats för patienterna som upplever att det fysiska besöket understödjer social hälsa. Studien utmynnar i en modell som hjälper till att skapa förståelse för upplevda begränsningar med e-hälsa på den aktuella platsen, däribland hur föreställningar om det digitala ställs mot föreställningar om det sociala, synen på hälsocentralens roll och synen på vad som är en god och nära vård. Modellen kan dessutom bidra med förståelse för hur det kan se ut när e-hälsa implementeras på andra hälsocentraler på landsbygden.

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools / Mer än 20 000 högstadiet elever i Sverige har valt att lära sig matematik på engelska, men det finns väldigt lite forskning inom området. Detta arbete granskar hur mycket utbildning i andraspråksinlärning har lärare som undervisar matematik på engelska till svensktalande elever och hur många av de undervisnings-strategier som tidigare forskning har visat att vara effektiva används numera under matematiklektionerna på engelska? Arbetet bekräftar tidigare forskning, som visar att få lärare som undervisar matematik på engelska till svensktalande elever har fått utbildning i andraspråksinlärning, men den här forskningen visar att några av de effektiva strategierna numera används under matematiklektioner i vissa skolor. / <p>Matematik</p>

The main goal of the diploma thesis "Content and Language Integrated Learning with ICT using the Interactive Whiteboard" is to provide a comprehensible assessment of the potential benefits of employing CLIL during ICT lessons. The thesis focuses on the recent history of CLIL and its roots as well as the official support it receives from the European Union. This work also takes a look at the advantages CLIL has to offer and why anybody should consider using it. This work goes on to suggest some basic questions a teacher should ask him/herself when considering whether to employ CLIL or not. The Practical Part is focused on creating a series of activities that may serve as an example of using CLIL during ICT lessons while making use of the Interactive Whiteboard, one of the new tools that is available to an increasing number of schools. The Practical Part also includes sample files to be opened on the Interactive Whiteboard, the age range of learners for whom the activity is intended, their learning context, aims and expected learning outcomes for each activity as well as the kinds of tasks included in each activity and the expected problems. Key Words: CLIL, Content and Language Integrated Learning, ICT, Information and Communication Technology, IWB, Interactive Whiteboard, second language,...

Made available in DSpace on 2016-04-27T14:32:09Z (GMT). No. of bitstreams: 1 Enny Jose Pereira Parejo.pdf: 1966619 bytes, checksum: f6402749712831162fa27e32648b2d25 (MD5) Previous issue date: 2008-02-21 / This study aims to investigate Sentipensar, that is, the way in which feelings and well articulated thinking acquire a dimension which is capable of contemplating the needs of a multidimensional human being s broader education. The proposed Sentipensar comes from the trinomial Feel-Think-Act [in the Portuguese language, Sentir-Pensar-Agir]. In practice, it makes Integrated Learning possible, in which, emotional impact, multi-sensoriality, favorable climates and environments, among other features, enable a vivid and significant learning situation for the subject, capable of 're-enchanting' the educational process. In this study, Musical Listening is presented as an integrative activity, a privileged didactic strategy of Sentipensar, among other possible strategies. The search started with the assumption that Musical Listening through its intrinsic characteristics that affect human beings in various ways, some quite pleasant - can promote the reintegration of human dimensions and reinject organicity in the educational process, through the link between reason and sensitivity, reflexive thinking and experience. Interest in this theme began with my personal experiences and careful observation of hundreds of students who had the same kind of experience. The main focus is to discover whether the strategy of Musical Listening effectively has the power to enhance reflexive thinking, as seems to be the case, and to discover why it has such power. Historically, we are separate and distinct beings; since Descartes said "I think, therefore I am", and before him, Plato praised the world of ideas as opposed to the world of the senses, and even before Plato, the Stoics adopted as their ideal the "imperturbability of the soul by desire" (ataraxia), the body going to one side - res extensa - the soul to the other - res cogitans. These ideas proffered by great thinkers developed visions of the world that were current in their respective times, and established themselves firmly in our most intimate concepts, becoming the paradigm of Western culture for the last three hundred years. Opposing such thinkers and the strength of the processes generated by their ideas required waiting for centuries, and for the harbinger of the twentieth century when, beginning with biology, the rescue of the organicity of the whole began, and a little later, with the beginning of the scientific revolution of the twentieth century - Relativity and Quantum Theory - integrative systemic thinking was spread to all areas - from biological to social, from the infinitely small to the infinitely large. This movement, in search of totality and a unifying concept of the world, is inviting us to take a new perspective: the Eco-systemic paradigm. The journey that started in the inaccessible frontiers of science begins, slowly, to affect the life of common people in their everyday life. There is much resistance, but the first steps have been taken. The theories underlying this research prepare the way for the implementation of a new project: Complexity gives us the opportunity to deal with paradox and incorporate it; Transdisciplinarity, through open logic of the Included Third, guides the expansion of a look at the world and at the individual. Sentipensar inserts these ideas in the educational environment. All together, it leads us to the era of planetary consciousness / O presente estudo tem por finalidade investigar o Sentipensar, ou seja, a maneira pela qual sentimento e pensamento bem articulados, adquirem uma dimensão passível de contemplar as necessidades de uma Educação mais abrangente, destinada a um ser humano multidimensional. A proposta de Sentipensar emerge do trinômio Sentir-Pensar-Agir e, se viabiliza na prática a partir da Aprendizagem Integrada, na qual, impacto emocional, multissensorialidade, ambientes e climas favoráveis entre outras características possibilitam uma aprendizagem vívida e significativa para o sujeito, capaz de reencantar o processo educacional. Neste estudo, a Escuta Musical é apresentada como uma atividade integrativa, uma estratégia didática privilegiada para o Sentipensar, dentre outras estratégias possíveis. A pesquisa partiu do pressuposto que a Escuta Musical por suas características intrínsecas que afetam ao ser humano de diversas formas, algumas bastante prazerosas pode promover a reintegração das dimensões humanas e reinserir organicidade no processo educacional, por meio da articulação entre razão e sensibilidade, pensamento reflexivo e vivência. O interesse pela temática partiu de minhas experiências pessoais e da observação atenta de centenas de alunos que tiveram o mesmo tipo de experiência. O foco central é descobrir se, a estratégia de Escuta Musical efetivamente tem, e por quê, o poder de potencializar o pensamento reflexivo, como parece ser o caso. Historicamente, somos seres cindidos; desde que Descartes afirmou penso, logo existo , e antes dele, Platão enalteceu o mundo das idéias em oposição ao mundo dos sentidos; e antes ainda, os estóicos adotaram por ideal a imperturbabilidade da alma por paixões (ataraxia); o corpo foi para um lado res extensa , a alma para o outro res cogitans. Estas idéias proferidas por grandes pensadores, plasmaram visões de mundo que estavam em curso, em suas respectivas épocas; e, implantaram-se firmemente em nossas concepções mais íntimas, tornando-se o paradigma da cultura ocidental, para os últimos trezentos anos. Opor-se a tais pensadores e à força dos processos engendrados por suas idéias, exigiu a espera de séculos e do prenúncio do séc. XX quando, a partir da Biologia, teve início o resgate da organicidade do todo; e um pouco mais tarde, com a revolução científica do início do séc. XX Teoria Quântica e Relatividade , o pensamento sistêmico integrativo se alastrou por todas as áreas da biológica à social, do infinitamente pequeno ao infinitamente grande. Este movimento, em busca da totalidade e de uma concepção unificadora de mundo, está nos convidando a assumir uma nova perspectiva: o paradigma Eco-sistêmico. O caminho iniciado nos confins inacessíveis da ciência começa, paulatinamente, a passar pela vida das pessoas comuns, pela história do cotidiano. As resistências são muitas, mas os primeiros passos foram dados. As teorias que fundamentam esta pesquisa preparam a concretização de um novo projeto: a Complexidade nos oferece a possibilidade de lidar com o paradoxo e incorporá-lo; a Transdisciplinaridade, através da lógica aberta do Terceiro Incluído, orienta a expansão do olhar sobre o mundo e sobre o indivíduo; o Sentipensar insere estas idéias no ambiente educacional. Todas juntas, nos conduzem à era da consciência planetária