O presente trabalho aborda a importância da Educação Ambiental, no que tange ao ensino profissionalizante, com base na preparação dos discentes ao mundo do trabalho, bem como o apoio aos docentes, objetivando um ensino pós-moderno e, à escola, como incentivo a um projeto pedagógico e proposta de uma mudança curricular, no intuito de inserir a Educação Ambiental de forma disciplinar e melhorar a qualidade de vida, sendo este propósito desenvolvido no CEFET/MG-UNED/LEOPOLDINA. Neste estudo não se pretende discutir os vícios do sistema de ensino vigente; foi citado, apenas, como referência. Procura-se propor formas de atuação em uma escola técnica, enfocando a Educação Ambiental como fundamental na conscientização no contexto educacional. A metodologia utilizada para o cumprimento dos objetivos contemplou a elaboração e desenvolvimento de atividades variadas como reuniões, aplicação de questionários e entrevistas com os professores. Os temas abordados enfocaram a Educação Ambiental com ênfase na interdisciplinaridade e visão sistêmica do mundo, buscando obter uma discussão em torno do problema apresentado. Nesse sentido, esta pesquisa teve por finalidade realizar um estudo da concepção ambiental de professores do Ensino Profissionalizante do CEFET/MGUNED/LEOPOLDINA, sobre Educação Ambiental e sua importância para o mundo do trabalho. Utilizou-se uma abordagem metodológica com análises quantitativa e qualitativa, por meio de questionários e entrevista semi-estruturada. Obteve-se como resultado a descoberta de um pequeno envolvimento dos professores com as questões ambientais, relativas à formação dos alunos. Verificou-se, também, a falta de conhecimento por parte dos mesmos sobre os principais problemas ambientais relacionados às atividades que os alunos irão desempenhar, sinalizando, assim, algumas razões para a parca participação dos projetos educacionais relativos à Educação Ambiental. Em função disto, algumas sugestões foram ofertadas para futuros programas de Educação Ambiental, envolvendo professores e contribuindo para uma participação mais efetiva na forma de adequar-se a essa nova visão interdisciplinar. / This work deals with the importance of Environmental Education in the context of professional education, based on the preparation of students for labour, as well as a support for teachers, aiming to develop an updated teaching, and to school, as an incentive for an educational plan and as purpose for curricular changings, with the objective to insert it in the curriculum and to improre the relationship at the school environment. This work was developed at CEFET/MG-UNED/LEOPOLDINA. In this study the intention is not that to discuss the problems of brazilian education, therefore it is mentioned just as a reference. However this study searches to propose ways of acting in a technical school, focusing on Environmental Education as essential for the awareness of the educational context. The methodology chosen to achieve the objectives made possible the construction and development of varied activities. The subjects discussed focused on Environmental Education emphasizing the interdisciplinarity and systemic vision of the world aiming to discuss about the problem presented. Thus, the purpose was to study about the concept teachers from technical courses at CEFET/MG-UNED/LEOPOLDINA have of Environmental Education and its importance in labour. The methodological approach included analyses quantitative e qualitative of questionnaires and semi-structured. As a result we found teachers little commited with the nvironmental matter in relation to students formation, and that they (the teachers) do not know much about the main problems students will face at work as technicians in industry. This could be considered as one reason why there is little participation in educational plans related to Environmental Education. Considering the results, some suggestions for future Environmental Education programs were presented in which teachers are involved, aiming to improve the school staff commitment in discussions of how to adopt that new interdisciplinary view.

Made available in DSpace on 2016-07-18T17:54:06Z (GMT). No. of bitstreams: 1 CRIZIELI SILVEIRA OSTROVSKI.pdf: 1358395 bytes, checksum: 486b2c0b28e886ad663558cae3201812 (MD5) Previous issue date: 2009-03-23 / We live in a "digital society", so connect and / or inter-linked computers and education is possible, which is, contributing factor to improve the teaching learning. Thus, this research sought to cooperate to promote interdisciplinary work in the realization of its concept and pedagogical action in the first cycle of basic education, to identify the design of the Municipality from teachers of Medianeira - PR., about the use the digital newspaper. Thus the specific objectives established for the development of this work consisted of: help in the grounds of interdisciplinary work, cover the development of this theme in Brazil, and demonstrate, by means of reports from newspapers and magazines online, the interaction of the content of school curriculum. Regarding Informatics, Considering the computer as facilitator to the media by means of Internet. Accordingly, the development of the research took place through readings, which were selected relevant topics: Informatics in education, interdisciplinarity; text digital journalism as a vehicle for interdisciplinary content. The research involved a literature review directed to the online educational criticism to which authors such as Fazenda, Faria, Pavani, Saviani, Libâneo e Demo. The work also includes interviews with seventeen teachers in the 4th grade of elementary school - cycle I, the city of Medianeira in the state of Paraná. And from the interviews, it was possible to present the results by setting up a list of ideas on interdisciplinary, informatics, newspaper print and virtual, with bibliographic references. / Vivemos em uma sociedade digital , logo, ligar e/ou inter-relacionar informática e educação é possível, sendo isto, fator contribuinte para melhorar o ensino aprendizagem. Desta forma, a presente pesquisa procurou cooperar para fomentar o trabalho interdisciplinar, na concretização de seu conceito e da ação pedagógica no primeiro ciclo do ensino fundamental, com o objetivo de identificar a concepção dos professores do Município de Medianeira PR., acerca do uso do jornal digital. Assim os objetivos específicos estabelecidos para o desenvolvimento deste trabalho consistiram em: contribuir na fundamentação do trabalho interdisciplinar; abranger a evolução desse tema no Brasil; e demonstrar, por meio da utilização de reportagens de jornais e revistas virtuais, a interação dos conteúdos do currículo escolar. Em relação à informática, considerou-se o computador como facilitador aos meios de informação, por intermédio da Internet. Nesse sentido, o desenvolvimento da pesquisa, realizou-se por intermédio de leituras, cujos temas pertinentes selecionados foram: informática na educação; interdisciplinaridade; texto jornalístico digital como portador de conteúdos interdisciplinares. A pesquisa contou com uma revisão bibliográfica direcionada para a linha pedagógica crítica da qual fazem parte autores como Fazenda, Faria, Pavani, Saviani, Libâneo e Demo. O trabalho incluiu, também, entrevistas com dezessete professores da 4ª série do ensino fundamental ciclo I, do município de Medianeira, no Estado do Paraná. E, a partir das entrevistas, foi possível apresentar os resultados estabelecendo-se uma relação das concepções sobre interdisciplinaridade, informática, jornal impresso e virtual, com o referencial bibliográfico.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2018-03-28T20:06:33Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Eliana Nunes Ribeiro Barista.pdf: 3274854 bytes, checksum: 274ee58ebb4cbb163252bdf7a64206b3 (MD5) / Made available in DSpace on 2018-03-28T20:06:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Eliana Nunes Ribeiro Barista.pdf: 3274854 bytes, checksum: 274ee58ebb4cbb163252bdf7a64206b3 (MD5) Previous issue date: 2017-08-30 / The following dissertation is the result of a research promoted by the Master's Program in Education of the Universidade do Oeste Paulista (UNOESTE) and the main objective is to analyze the proposal and the pedagogical didactic development of the subject Architectural Project, as a supporter of the interdisciplinary program, in an Architecture Graduation Course in a private institution located in the countryside of the State of Sao Paulo. This study is justified by the need of more punctual research on interdisciplinary teaching, in order to contribute to a better performance of the course, considering the National Curricular Guidelines of the undergraduate course of Architecture and Urbanism (2010), which states that the institutions should provide the student ways of achieving interdisciplinarity and new ways of combining theoretical and practical subjects. The research was developed as a qualitative approach, characterizing itself as a study of cases, being used on data collecting, semi-structured interviews of the people involved (students, teachers and course coordinator) and documentary analysis (Curricular Guidelines for the Undergraduate Degree Course in Architecture, Pedagogical Project of the Course and teaching plans for the discipline). The data which had been collected allowed the creation of five categories of analysis: The intentions and objectives of the discipline of Architectural Design; The transversality and interdisciplinarity on the discipline of Architectural Design; Interdisciplinarity materializing in action; Challenges and difficulties faced by students, teachers and coordination; Actions for interdisciplinarity. The results of the research revealed that: teaching a discipline does not foster interdisciplinarity; The documents analyzed (PPC and teaching plans of the subject) do not present proposals that surely provide interdisciplinary actions in the course; Teachers do not establish exchange of information and partnerships; The students notice the lack of encouragement for interdisciplinary practice and when they are performing the project they have a lot of trouble The institutional organization of the course does not encourage reflections and interdisciplinary propositions. We conclude that interdisciplinarity is not materialized on teaching the subject of Architectural Project under study. In order to make interdisciplinarity effective in the course, it is necessary to restructure the discipline so that it is set in an interdisciplinary way, as well as the reformulation of the PPC and the teaching plans of the disciplines so that the contents are related and lead to the discipline project. Besides that, it requires the involvement, communication and integration of teachers and students. It is believed that this study may lead discussions and reflections on the teaching of Architecture and interdisciplinarity, in order to contribute to the formation of future architects. / Esta dissertação é resultado da pesquisa elaborada no Programa de Mestrado em Educação da Universidade do Oeste Paulista e teve como objetivo principal analisar a proposição e o desenvolvimento didático-pedagógico da disciplina Projeto Arquitetônico, como favorecedora da interdisciplinaridade, em um Curso de Graduação em Arquitetura de uma instituição privada localizada no interior do Oeste Paulista. Justifica-se este estudo pela necessidade de uma pesquisa mais pontual sobre a interdisciplinaridade no ensino de projeto, a fim de contribuir para o melhor desempenho do curso, tendo em vista que nas Diretrizes Curriculares Nacionais do curso de Graduação em Arquitetura e Urbanismo (2010), consta que as instituições devem proporcionar ao estudante formas de realização da interdisciplinaridade e modos de integração entre as disciplinas teóricas e práticas. A pesquisa configurou-se por ser de abordagem qualitativa, caracterizando-se como estudo de caso, sendo utilizados como procedimentos para a coleta de dados, entrevistas semiestruturadas dos sujeitos envolvidos (alunos, docentes e coordenadora do curso) e análise documental (Diretrizes Curriculares para o curso de Graduação em Arquitetura, Projeto Pedagógico do Curso e planos de ensino da disciplina). Os dados coletados permitiram o levantamento de cinco categorias de análise, a saber: As intencionalidades e objetivações da disciplina de Projeto Arquitetônico; A transversalidade da disciplina de Projeto Arquitetônico e a interdisciplinaridade; A interdisciplinaridade se concretizando na ação; Aspectos propiciadores e dificultadores apresentados pelos alunos, professores e coordenação; Indicativos e ações para interdisciplinaridade. Os resultados da pesquisa revelaram que: o ensino da disciplina não propicia a interdisciplinaridade; os documentos analisados (PPC e planos de ensino das disciplinas) não apresentam propostas que de fato propiciem ações interdisciplinares no curso; os professores não estabelecem troca de informações e parcerias; os alunos percebem a ausência de incentivo para prática interdisciplinar e sentem dificuldades no momento da realização da atividade projetual; a organização institucional do curso não favorece espaços para reflexões e proposições interdisciplinares. Concluímos que a interdisciplinaridade não se concretiza no ensino da disciplina de Projeto Arquitetônico em estudo. Para que a interdisciplinaridade se efetive no curso, é necessária a reestruturação da disciplina para que se configure de forma interdisciplinar, bem como a reformulação do PPC e dos planos de ensino das disciplinas para que os conteúdos se relacionem e sejam conduzidos para a disciplina de Projeto. Além disso, é necessário o envolvimento, comunicação e integração do corpo docente e discente. Acredita-se que este estudo poderá suscitar discussões e reflexões sobre o ensino de Arquitetura e a interdisciplinaridade, a fim de contribuir para a formação dos futuros arquitetos.

L’objet de cette thèse est de comprendre l’évolution d’une ville sur toute la durée de son existence. Elle se fonde sur le cas de Noyon, dont l’origine remonte au 1er s. apr. J.-C. La démarche est schématiquement décomposée en trois temps. Il s’agit tout d’abord d’étudier la structure intra-urbaine fonctionnelle et d’en identifier la trajectoire sur 2 000 ans. Puis nous appréhendons la position relative de la ville – saisie d’un point de vue politico-administratif, économique et spatial – par rapport aux autres villes avec lesquelles elle est en interaction. La confrontation de la trajectoire intra-urbaine et de la position relative de la ville permet enfin d’examiner ce qui unit l’histoire d’une ville avec l’histoire des villes avec lesquelles elle fait système. La très longue durée considérée fait émerger deux enjeux majeurs. D’une part, les sociétés étudiées sur 2 000 ans sont très différentes. L’enjeu est donc de les comparer, ce qui implique de questionner la pérennité de la signification des objets spatio-temporels étudiés pour reconstituer leurs trajectoires. D’autre part, cette approche requiert l’étude de données archéologiques, textuelles et iconographiques, qui sont lacunaires et imprécises, en particulier pour l’étude de phénomènes à petite échelle. Un des défis du travail consiste donc à mener une véritable enquête à partir de laquelle on doit cumuler les indices pour tenter de reconstituer d’anciennes réalités spatiales. Tout cela demande finalement d’élaborer de nouvelles approches méthodologiques et d’expliciter les chemins relatifs à la construction des connaissances afin de proposer une étude des villes en système sur le temps long qui soit reproductible. / This doctoral research seeks to understand the evolution of a city along the entire duration of its existence. The research is built upon the case-study of Noyon, a French city founded in the 1st century AD. Our approach can be synthesised in three steps. First of all, we assess the functional intra-urban structure so as to establish the trajectory of the city over 2 000 years. Then, we identify the relative position of the city within the system of cities it interacts with. This position is studied in terms of political, administrative and economic features. Finally, by confronting the intra-urban trajectory and the relative position of the city, we can investigate to what extent the history of a city and the history of the other cities of the system are united. The vastly long term considered raises two main issues. Firstly, the societies studied, over 2 000 years, are highly distinct. Comparing them involves to question the consistency of the definition of spatio-temporal entities, in order to study their trajectories. Secondly, this method requires to work with archaeological, textual and iconographic data, which are sporadic and scarce, especially when studying large scales processes. This turns a large part of our research into an investigation where many clues have to be collected in order to retrace some long-disappeared spatial configurations and facts. All of this requires new methodologies, along with a need to unambiguously delineate the paths relative to knowledge building, in order to offer a reproducible study of cities in systems over the long term.

Alors que nombre d’artistes s’emploient à confronter les arts d’interprétation ou à transgresser les catégories de genre sur les scènes européennes, la formation des comédiens, en France, demeure organisée selon une logique disciplinaire. Au cours de son apprentissage, un élève préparant le diplôme national supérieur professionnel de comédien (DNSPC) dans une des écoles habilitées par l’État pratique néanmoins la danse et le chant, s’initie souvent aux arts martiaux et aux techniques somatiques, s’essaie parfois à l’acrobatie ou à la maîtrise d’un instrument de musique. Ces disciplines non-théâtrales intégrées à la formation visent à la fois à lui procurer des aptitudes complémentaires et à l’entraîner à l’exercice de « l’écart » tel que le définit le philosophe François Jullien, pour revenir à son art enrichi et peut-être ressourcé. Cependant, telle qu’elle transparaît dans des programmes et des discours qui la légitiment, la considération dont ces pratiques bénéficient dans des institutions qui s’imposent comme des voies d’accès privilégiées aux carrières théâtrales ne s’avère pas tout à fait équivalente à la place qui leur est réservée dans les cursus. L’enseignement, centré sur l’interprétation du répertoire dramatique, est principalement assuré par des metteurs en scènes invités, qui apportent leur vision du théâtre et leur appréhension du jeu. Il repose sur un système de valeurs dont les maîtres mots sont singularité et liberté. La transmission de techniques centrées sur la respiration, la voix, la concentration, le corps ou le mouvement ne s’articule pas sans difficultés avec une telle conception. Des contradictions surgissent entre la nécessaire adaptation de leur contenu au contexte d’enseignement et la sauvegarde d’une altérité féconde, tant sur le plan artistique que pédagogique. À travers une enquête auprès de cinq écoles supérieures d’art dramatique françaises, de leurs professeurs et de leurs étudiants, la thèse examine la formation de l’acteur au prisme de l’interdisciplinarité, afin de tenter d’en éclaircir les soubassements idéologiques et les enjeux esthétiques, mais aussi les implications dans la vie professionnelle des futurs acteurs. / While many artists strive to redefine the performing arts and break through genre-bound approaches on European stages, actor training in France is still structured around strong disciplinary lines. Throughout their training, student-actors who prepare the “diplôme national supérieur professionnel de comédien” (National Acting Degree) in French-government-accredited acting schools, nonetheless take dance and singing classes, often train in martial arts and somatic practices, and sometimes try their hands at acrobatics, or playing an instrument. These non-theatrical disciplines are integrated to their training with a view to complementing the young actors' set of skills but also to make them experience what philosopher François Jullien calls “l'écart”, and come back to their own art enriched and energised by their foray into other disciplines. Even if the interdisciplinary approach is touted in programmes and theoretical literature issued by the most prominent acting schools, that prestige is not reflected in the share given to non-theatrical approaches in actual syllabuses. The teaching in acting-schools is based on performing the repertoire, with master-classes given by guest directors who bring their own vision of theatre and performance. The underlying value system places individual difference and artistic freedom at the top. This conception of acting can make it difficult to teach techniques based on the body, movement, vocal training, breathing, and focusing. The dilemma is that these practices need to be adapted to the overall teaching context, all the while preserving the otherness that makes them such a fruitful alternative both artistically and pedagogically.Thanks to a survey conducted at five French Acting Schools, alongside teachers and students, this thesis explores actor training in the light of interdisciplinarity, as an attempt to clarify its underlying ideological tenets and its aesthetic potential, as well as what it means for the future careers of professional actors.

Einleitung Immer höhere Anforderungen an die Interdisziplinarität der virtuellen Produktentwicklung (VPE) erfordern qualifizierte Produktmodelle, die eine vollständige Integration und Verknüpfung aller relevanten Teilprozesse absichern. Gleichzeitig soll dabei für den Anwender das Produktverständnis, wie auch die Qualität des Produktes und des Prozesses erhöht werden. Eine Folge daraus sind kurze Innovationszyklen und eine Erhöhung der Transparenz des Prozesses. Die Anwendung numerischer Simulationsmethoden hat sich als dritter essentieller Bestandteil neben Konstruktion und Versuch in der VPE etabliert (Pährisch et al. 2012). Eine Absicherung durch virtuelle Prototypen in einer frühen Konzeptphase unterstützt dabei den Konstruktionsprozess. Ein Nachteil ist, dass die Verwendung virtueller Prototypen noch unzureichend in die übrigen Prozessschritte integriert und damit eine Sensibilisierung für eine vorausschauende Modellerzeugung noch nicht vorhanden ist. Ebenso ergab eine Studie, dass Berechnungsingenieure durchschnittlich 50% ihrer Arbeitszeit auf Datenbeschaffung verwenden müssen und nur jeweils 10% auf die Modellaufbereitung (Sendler et al. 2011). Dies liegt u. a. an der sog. Kommunikationsbarriere zwischen der Konstruktion und Simulation beschreibt. Eine Lösung dazu ist eine tiefergehende Integration dieser beiden Disziplinen in ein Produktmodell. Ein Lösungsansatz ist die Durchführung konstruktionsbegleitender Simulationen. Diese können mit in CAD-Systemen integrierten Simulationsmodulen durchgeführt werden. Die Integrationstiefe der gegebenen Verknüpfungen ist allerdings meist sehr gering. Dieser Beitrag befasst sich mit Techniken, welche einen systematischen Aufbau eines simulationsorientierten Produktmodells absichern. Umgesetzt wird dies durch die Verwendung simulationsgerechter Komponenten, Feature und Analysen. Diese unterstützen eine automatisierte Modelltransformation im CAD-Prozess, an der Schnittstelle von Konstruktion und Simulation. Damit wird die Prozesskette Konstruktion-Simulation verkürzt. Ebenso werden auch durch die Integration tiefgehender Inferenzmechanismen fortgeschrittene Simulationstechniken, wie auch die Definition und Informationsübergabe von Rand- und Lastbedingungen und weiteren Details auf höherer Instanz ermöglicht.

Dans ce mémoire sera présenté un cycle conceptuel de six pièces pour ensembles variés gouvernées par deux thématiques principales: le sentiment collectif et la conscience historique. La démarche est d’évoquer ces thèmes et leurs sous-thèmes respectifs par tous les moyens possibles dans le contexte donné par chaque pièce. Ainsi, l’analyse révèlera comment les textes sur lesquels la musique est basée servent à provoquer une réflexion sur les thèmes et comment le lien avec la musique circonscrit la réception du message aux sujets connexes aux thématiques choisies. L’objectif est que la musique crée un contact entre les interprètes et l’auditoire pour les amener à s’approprier le message qu’ils perçoivent à travers les oeuvres et qu’elle canalise les interprétations possibles pour qu’elles soient en ligne avec les thèmes. De plus, il sera examiné comment des procédés extra-musicaux invitent l’auditoire à se sentir interpellé par les oeuvres, soit par sa participation, soit par l’interdisciplinarité qui débloque de nouveaux canaux pour stimuler son écoute. La démarche créatrice dans son ensemble vise à être cohérente avec les thèmes choisis, parfois simplement en tant que prise de position en relation aux styles abordés. Par exemple, l’omniprésence de procédés issus de la musique folklorique et d’emprunts à différents sous-genres de musique metal, le choix des auteur.es et un hommage assumé à Claude Vivier servent à situer l’oeuvre dans notre contexte historique actuel en relation à l’histoire précédente et à aiguiser la conscience que nous appartenons à une communauté, en plus de questionner ce que cela implique. Les pièces seront traitées en un chapitre par oeuvre : Les poules à Jenny, Joco musicam ergo sum, Poussière de cèdre, Résonances, et Je ne suis pas née pour servir un mâle. / This memoir will present a conceptual cycle of six pieces for different ensembles governed by two main themes: the collective sentience and historical consciousness. The procedure of the research is to evoke these themes and their respective sub-themes through the means possible in the context given by each piece. Therefor, the analysis will reveal how the texts upon which the music is based are used to provoke a reflection on the treated subjects and how the link with the music limits the reception of the message to the chosen subjects. The objective is for the music to channel a direct contact between the performers and the audience to bring them to appropriate themselves the message they perceive in the works, but to orient those reflections on the chosen subjects. Furthermore, the research will examine how extra-musical processes invite the audience to feel engaged by the works, either by their participation or by their interdisciplinarity which unlocks new channels to stimulate listening. The entire creative process aims to be coherent with the subjects, sometimes simply by taking position in relation to the themes discussed. For example, the omnipresence of characteristics of traditional music, the imitation of different subgenres of metal music, the choice of authors and a deliberate tribute to Claude Vivier help situate the work in our current historical context in rapport to previous history and to sharpen the consciousness that we belong to a given community, questioning what that implies. The pieces will be treated as one chapter per work: Les poules à Jenny, Joco musicam ergo sum, Poussière de cèdre, Résonances, and Je ne suis pas née pour servir un mâle.

abstract: This dissertation focuses on creating a pluralistic approach to understanding and measuring interdisciplinarity at various scales to further the study of the evolution of knowledge and innovation. Interdisciplinarity is considered an important research component and is closely linked to higher rates of innovation. If the goal is to create more innovative research, we must understand how interdisciplinarity operates. I begin by examining interdisciplinarity with a small scope, the research university. This study uses metadata to create co-authorship networks and examine how a change in university policies to increase interdisciplinarity can be successful. The New American University Initiative (NAUI) at Arizona State University (ASU) set forth the goal of making ASU a world hub for interdisciplinary research. This kind of interdisciplinarity is produced from a deliberate, engineered, reorganization of the individuals within the university and the knowledge they contain. By using a set of social network analysis measurements, I created an algorithm to measure the changes to the co-authorship networks that resulted from increased university support for interdisciplinary research. The second case study increases the scope of interdisciplinarity from individual universities to a single scientific discourse, the Anthropocene. The idea of the Anthropocene began as an idea about the need for a new geological epoch and underwent unsupervised interdisciplinary expansion due to climate change integrating itself into the core of the discourse. In contrast to the NAUI which was specifically engineered to increase interdisciplinarity, the I use keyword co-occurrence networks to measure how the Anthropocene discourse increases its interdisciplinarity through unsupervised expansion after climate change becomes a core keyword within the network and behaves as an anchor point for new disciplines to connect and join the discourse. The scope of interdisciplinarity increases again with the final case study about the field of evolutionary medicine. Evolutionary medicine is a case of engineered interdisciplinary integration between evolutionary biology and medicine. The primary goal of evolutionary medicine is to better understand "why we get sick" through the lens of evolutionary biology. This makes it an excellent candidate to understand large-scale interdisciplinarity. I show through multiple type of networks and metadata analyses that evolutionary medicine successfully integrates the concepts of evolutionary biology into medicine. By increasing our knowledge of interdisciplinarity at various scales and how it behaves in different initial conditions, we are better able to understand the elusive nature of innovation. Interdisciplinary can mean different things depending on how its defined. I show that a pluralistic approach to defining and measuring interdisciplinarity is not only appropriate but necessary if our goal is to increase interdisciplinarity, the frequency of innovations, and our understanding of the evolution of knowledge. / Dissertation/Thesis / Doctoral Dissertation Biology 2019

This Master thesis focuses on connecting school subjects to overcome the isolation of information that students obtain through them. First of all, the thesis describes the different forms of school subject integration and lists the positive outcomes to which this integration leads, as well as the reasons why any form of interdisciplinarity concerning school subjects could be demanding. While any sort of integration could be challenging because of the timetables or the teachers' workload, it is beneficial. The students can realize the connections between information that they acquire, and this leads to better retention of the knowledge. Plus, they feel more motivated because they can use facts from one subject in another one. Then, the main goal of this thesis is presented - to search for cross-curricular links between French language as a foreign language and Basics of Civics or Social Sciences. In order to do so, the thesis details their subject didactics and the goals of these school subjects. Based on their description and the analysis of their respective textbooks, their common themes emerge, and they can be used for further integration. These themes work as suggestions for teachers who wish to leave the isolation of their specialty. The thesis also proposes activities that work with common...

[pt] Este trabalho é o resultado de uma investigação das experiências e trocas entre o jovem oriundo de comunidades de baixa renda e o ambiente universitário. Partindo de questões relativas à interdisciplinaridade, no Laboratório de Investigação em Livre Desenho (LILD) /Núcleo de Estudo e Ação Sobre o Menor (NEAM). O Design é usado como ferramenta de abordagem das questões complexas e oportunidades derivadas da relação jovem com a universidade circunscrevendo uma tríade entre Design interdisciplinaridade e complexidades. A coleta de dados se deu através de entrevistas dos jovens envolvidos em parceria com o Núcleo de Estudo e Ação Sobre o Menor (NEAM) e o Laboratório de Investigação em Livre Desenho (LILD). É o Laboratório de Investigação em Livre Desenho que vem formando corpo no próprio envolvimento do professor e do jovem, o que faz a diferença para todos os envolvidos, onde o desenvolvimento está para o olhar e um objetivo concreto e que se transforma em diferentes escalas: vegetal, animal e biológica, vivendo assim, as suas próprias ações, tempos diferenças, nas escolhas do próprio caminho, uma aventura a que se dá através da mistura curiosidade dos saberes e fazeres. / [en] This work is the result of a research of the experiences and exchanges between the young people coming from low-income communities and the university environment. Starting from issues related to interdisciplinarity, debated in the course bodies Laboratório de Investigação em Livre Desenho (LILD) and NEAM. Design is used as tool to approach the complex matters and opportunities derived from the young and university relationship circumscribing a triad between Design, Interdisciplinarity and complexity. The data collected through interviews with young teenagers involved in the partnership with Núcleo de Estudo e Ação Sobre o Menor (NEAM). LILD as body of the University form a singular space of reference of studies involving teacher and the young, which make the difference for all surroundings. The development of concrete look and goal that transforms into variable scales: vegetable, animal and biological, living thus, their own actions, times, differences in the choice of their own way, an adventure that occurs through the mixture of curiosity of knowledge and doings.