Ce travail se propose de démontrer la pertinence de l’utilisation du roman La Cité des Bêtes (Isabel Allende, 2002) comme recours pédagogique dans l’enseignement de l’espagnol langue étrangère (ELE) au niveau intermédiaire (B2) et dans un contexte scolaire multiculturel. Dans ce cadre, l’enseignement d’une langue étrangère vise à l’acquisition linguistique et à l’exploration d’une culture différente afin de favoriser la découverte des valeurs de l’autre et son intégration critique, attitude indispensable en vue du développement identitaire de l’individu au sein de sociétés exposées de l’intérieur et de l’extérieur au contact entre cultures. Le roman sélectionné facilite l’accès à des thématiques interdisciplinaires au sein des programmes collégiaux du Québec et encourage une attitude d’ouverture par rapport à la découverte d’autres cultures et valeurs, dans une perspective de disponibilité au questionnement des certitudes culturelles de l’étudiant, conformément aux positions des études interculturelles contemporaines. L’appartenance de l’œuvre au courant littéraire du Réalisme magique permet aussi d’introduire l’exploration de thématiques culturelles spécifiques au monde hispanique. Après un survol de la place de l’interculturalité et de l’interdisciplinarité dans l’enseignement d’ELE, le mémoire analyse la contribution spécifique du roman sélectionné à ces dimensions, pour ensuite procéder à la présentation d’exercices orientés à la pratique et la consolidation de la connaissance grammaticale et du vocabulaire, et au développement d’une sensibilité interculturelle dans les étudiants, à travers des activités individuelles et de groupe élaborées à partir des perspectives du texte. / This research aims at demonstrating the pertinence of the utilization of the novel The City of the Beasts (Isabel Allende, 2002) as a tool for teaching Spanish as a Foreign Language (ELE) at an intermediate level (B2) and in a multicultural context. Within this frame, the teaching of a second language pursues linguistic acquisition and encourages the exploration of a different culture in order to foster the discovery of the values of the other and its critical integration. This attitude shows to be indispensable for the development of the identity of the individual within societies growingly exposed from inside and outside to interaction between cultures. The selected novel allows access to interdisciplinary connections within Quebec’s College programs and promotes an attitude of openness toward the discovery of other cultures and values, requiring availability to question the student’s own cultural presuppositions, according to the tenets of contemporary intercultural studies. The novel belongs to the literary movement of Magical Realism, which helps introduce the students to the exploration of specifically Hispanic cultural themes. After a revision of the place of interculturalism and interdisciplinarity in the teaching of ELE, the dissertation analyses the specific contribution of the selected novel to these dimensions, in order to present exercises oriented toward the practice and the consolidation of grammatical and lexical knowledge, and toward the development of an intercultural sensibility in the students, providing individual and group activities built from the perspectives that emerge from the text. / Este trabajo se propone demostrar la pertinencia del uso de la novela La Ciudad de las Bestias (Isabel Allende, 2002) como útil didáctico en la enseñanza del español lengua extranjera (ELE) de nivel intermedio (B2) en un contexto escolar multicultural. En este marco, la enseñanza de una lengua extranjera aspira a la adquisición lingüística y cuida la exploración de una cultura diferente con vistas al descubrimiento de los valores del otro y a su integración crítica, actitud indispensable para el desarrollo identitario del individuo en sociedades expuestas al contacto entre culturas desde el interior y el exterior. La novela seleccionada facilita el acceso a temáticas interdisciplinarias dentro de los currículos colegiales de Quebec y anima a una actitud de apertura hacia el descubrimiento de otras culturas y valores, en una perspectiva de disponibilidad al cuestionamiento de las certitudes culturales del aprendiente, según los planteamientos de los estudios interculturales contemporáneos. La pertenencia de la obra a la corriente literaria del Realismo mágico permite también la exploración introductoria de temáticas culturales específicas del mundo hispano. Después de revisar el lugar de la interculturalidad e interdisciplinariedad en la enseñanza de ELE, la memoria analiza el aporte específico de la novela a estas dimensiones, para luego proceder a la presentación de ejercicios orientados hacia la práctica y el refuerzo del conocimiento gramatical y léxico, y hacia el desarrollo de una sensibilidad intercultural en los estudiantes, a través de actividades individuales y de grupo elaboradas a partir de los planteamientos del texto.

This performance-as-research project incorporated a five-month residency inside a working power station, Swanbank, Ipswich, a provider of electricity to Australia's eastern states via the national grid. The concept 'power station' is compelling because it involves the transformation of material form (coal) to immaterial phenomena (electricity), a process analogous to making electronically-mediated art. Three linked interdisciplinary works were created out of the artist's immersion on site: Swanshift, a music-video eulogy to the closure of the station's oldest coal-fired facility, Swanbank 'A'; The Industrial Theatre, a photographic series featuring Swanbank workers; and unstatic, a live, video-mediated performance. As an enquiry into meaning within contemporary art practice, this research project used allegory as its symbolic mode of thought and formation. Through allegory, the Swanbank site was explored metaphorically to reveal a fictional, parallel world beyond the literal surface of danger, authority and rigour. In this space of excess, unreality and overflowing boundaries, meaning is multiple and celebrated. Hand-in-hand with an exploration of allegory, this exegesis also presents an insight into methodologies for industrial, site-specific, interdisciplinary practice, and arts-industry collaboration.

This dissertation examines the feminist intersections of composition studies, visual rhetoric, and comics studies in order to identify a rhetorically interdisciplinary approach to composition that moves beyond composition studies’ persistent separation of qualitative and quantitative research methodologies, rhetoric and ideology, and analysis and composition. Chapter one transgresses the qualitative/quantitative divide using keyword analysis and visualization of 2,573 dissertation and thesis abstracts published between 1979 – 2012 to engage in what composition studies scholar Derek Mueller terms a “distant reading” of the extent and contexts of composition studies’ self-identified interdisciplinarity. Complementing my more traditional literature review, the results of this analysis validate the necessity of my analytical and pedagogical interventions by suggesting that composition studies has not yet addressed comics through the feminist intersections of visual rhetoric and critical pedagogy. Chapters two and three develop a rhetorical analytical approach to comics that moves beyond comics studies’ persistent separation of rhetoric and ideology by positing conflict as an identifiable form of rhetorical persuasion in the Martha Washington comics. These comics were collaboratively created by Frank Miller and Dave Gibbons between 1989 – 2007. Following feminist rhetorician Susan Jarratt’s case for rhetorical conflict as a pedagogical tool and extending Chicana feminist Chela Sandoval’s conceptualization of meta-ideologizing in which oppressive ideologies are re-signified via recontextualizations that juxtapose ‘old’ and ‘new’ signs of ideological meaning, I explore the rhetorically persuasive conflict arising from visual, conceptual, and embodied juxtapositions of race, class, and gender made visible in these comics. Chapter four outlines a feminist, critical, visual rhetorical – what I call prismatic – approach to composition pedagogy that requires (1) contexts in which differences and conflicts can be identified and engaged, (2) explicable sites of intersection between ideological perspectives and rhetorical construction, and (3) models for the transition from ideological critique to (re)composition. This is not an add-pop-genre-and-stir approach to composition pedagogy; rather, it intentionally deploys comics’ inherent multimodality as a challenge to students’ often narrow definitions of rhetoric and composition.

Made available in DSpace on 2015-04-16T15:23:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 726804 bytes, checksum: 68baf93b70b0372b26150cecfc7df974 (MD5) Previous issue date: 2014-02-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Analyzes the field interface between Information Science (SI) and Education relating the information socialization to the Paulo Freire scontributions, mainly from procedures specified in Pedagogy of the Oppressed, which can guide the formation of communicative context. At the end, encourages conceptual map is based on the discussion of information socialization. This is theoretical research in interthematic part, and also focuses on interdisciplinary relationships between fields of knowledge. Regarding the objectives, initiallyis defined as exploratory research and, after, as a descriptive, qualitative approach. SI believes that education and built a fruitful interface, which motivates a deeper reflection on the contributions that emerged at the heart of this dialogic space of contemporary society, in the study, understood as learningsociety or learning network society. The information socialization comprises studies of SI and can relate to the field of Education through Paulo Freire s theoretical and procedural guidance, since the formation of the communicative context to creating informational products. / Analisa o campo de interface entre a Ciência da Informação (CI) e a Educação, relacionando a socialização da informação às contribuições de Paulo Freire, principalmente, a partir de procedimentos explicitados na Pedagogia do Oprimido, com base na investigação de temas geradores, que pode nortear a formação de contexto comunicativo. Ao final, fomenta-semapa conceitual fundamentado na discussão sobre socialização da informação. Trata-se de pesquisa teórico-conceitual, em parte intertemática, e que se centra também em relações interdisciplinares entre campos do conhecimento. No tocante aos objetivos, define-se, a priori, como pesquisa exploratória e, a posteriori, como descritiva, com abordagem qualitativa. Entende que a CI e a Educação construíram uma interface fecunda, o que motiva uma reflexão mais profunda acerca das contribuições surgidas no cerne desse espaço dialógico da sociedade contemporânea, no estudo, denominada de sociedade do aprendizado contínuoou do aprendizado em rede. A socialização da informação compreende estudos de CI e pode se relacionarao campo da Educação por meio de orientações teóricas e procedimentais de Paulo Freire, da formação de contexto comunicativo até a criação de produtos informacionais.

Made available in DSpace on 2014-12-17T14:46:38Z (GMT). No. of bitstreams: 1 JoseJAJ.pdf: 4288006 bytes, checksum: 88e1eb3aa202fb2b352400054f55b1ab (MD5) Previous issue date: 2008-10-31 / This study addresses the interdisciplinary training in perspective for the Brazilian Health System (SUS) in view of graduation students in the areas of health of Federal University of Rio Grande do Norte s (UFRN) former students of the course Health and Citizenship (SACI). Emphasizes also the importance of commitment to social policies, particularly with those focused on the area of health. This is a case study with a qualitative approach. There was the lifting of data through documental research, from 14 portfolios of learning, which are weekly records of students from the respective discipline, corresponding to 2005.2 to 2007.2 semesters. From the analysis undertaken, inferred that the methodology problematizing, used by the discipline, enables students to understand that learning is not restricted to the confined university walls. It shows the health from a complex and concrete social reality, allowing students to an interdisciplinary dialogue in search of the transformation of this reality. It means an opportunity to interact with the dynamics of society in their area of activities, developing a relationship of solidarity in the formation of the citizen. Moreover, it was clear the direction of experienced interdisciplinary and recognized by students of various professions that make up the discipline. Thus, the SACI in preparation for construction of SUS, helps to form a new professional, more committed to the promotion and with a collective work in health / O presente estudo aborda a interdisciplinaridade na perspectiva da forma??o para o Sistema ?nico de Sa?de (SUS) na ?tica de estudantes da ?rea da sa?de da Universidade Federal do Rio Grande do Norte (UFRN) egressos da disciplina Sa?de e Cidadania (SACI). Ressalta, igualmente, a import?ncia do compromisso com as pol?ticas sociais e, em particular, com aquelas voltadas para a ?rea da sa?de. Trata-se de um estudo de caso com abordagem qualitativa. Realizou-se o levantamento dos dados atrav?s de pesquisa documental, a partir de 14 portf?lios de aprendizagem, que s?o registros semanais dos estudantes da respectiva disciplina, correspondendo aos semestres 2005.2 a 2007.2. Da an?lise empreendida, inferiu-se que a metodologia problematizadora, utilizada pela referida disciplina, possibilita aos estudantes compreender que a aprendizagem n?o se limita aos restritos muros universit?rios. Ela situa a sa?de partindo de uma realidade social concreta e complexa possibilitando aos estudantes um di?logo interdisciplinar na busca da transforma??o desta realidade. Significa uma oportunidade de interagir com a din?mica da sociedade no seu espa?o de a??es, desenvolvendo uma rela??o de solidariedade na forma??o do cidad?o. Por outro lado, ficou evidente o sentido da interdisciplinaridade vivenciada e reconhecida pelos estudantes de diversas profiss?es que integram a disciplina. Desse modo, a SACI na perspectiva de constru??o do SUS, ajuda a formar um novo profissional, mais comprometido com a promo??o e com um trabalho coletivo em sa?de

Orientador: Adriane Pinto Wasko / Resumo: O Brasil apresenta umas das maiores diversidades de avifauna do mundo, sendo estimada a ocorrência de 1.919 espécies distribuídas em todo seu território. Entretanto, a destruição de habitats, poluição e captura excessiva, muitas vezes associadas ao comércio ilegal, têm levado a um declínio no número de indivíduos desse grupo animal. Uma das formas de combater esse tipo de crime ambiental e de reverter ou minimizar seus efeitos concerne à implementação de um banco de dados forenses com registros de ocorrências e informações biológicas sobre os animais apreendidos e desenvolvimento de ações de conscientização da população sobre esta problemática. Desta forma, o presente trabalho teve como objetivo desenvolver estratégias multidisciplinares para a proteção jurídica à conservação biológica de aves oriundas do tráfico de animais. Amostras de DNA de aves comercializadas ilegalmente e encaminhadas ao Centro de Medicina e Pesquisa em Animais Silvestres (CEMPAS), mantido pela Faculdade de Medicina Veterinária e Zootecnia da Universidade Estadual Paulista, foram utilizadas para geração de perfis genéticos sexo-específicos, por meio da amplificação de segmentos dos genes CHD-Z e CHD-W (Chromo Helicase DNA Binding). Adicionalmente, perfis de duas subespéciesde papagaio-verdadeiro (Amazona aestiva aestiva e Amazona aestiva xanthopteryx foram gerados por meio da amplificação e sequenciamento nucleotídico de segmentos dos genes mitocondriais citocromo C oxidase subunidade I (COI) e citocrom... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Brazil has one of the largest avifauna diversity in the world, with estimated 1,919 species distributed throughout its territory. However, habitat destruction, pollution and over-harvesting, often associated with illegal trade, have led to a decline in the number of individuals of this animal group. One possible approach to combat this type of environmental crime and to reverse or minimize its effects concerns the implementation of a forensic database with records of occurrences and biological information about the captured animals and the development of actions to raise population awareness about this problem. Therefore, the present work aimed to develop multidisciplinary strategies for the legal protection to the biological conservation of birds originated from the animal traffic. DNA samples of illegally traded birds, that were sent to the Center for Medicine and Research in Wild Animals (CEMPAS) maintained by the Faculty of Veterinary Medicine and Animal Science of the São Paulo State University, were used to generate sex-specific genetic profiles, through the amplification of segments of the CHD-Z and CHD-W (Chromo Helicase DNA Binding) genes. In addition, profiles of two subspecies of the Blue-fronted Amazon (Amazona aestiva aestiva and Amazona aestiva xanthopteryx) were generated, through amplification and nucleotide sequencing of segments of the mitochondrial genes cytochrome C oxidase subunit I (COI) and cytochrome b (CYB) and a segment of the 5S ribosomal DNA gene (... (Complete abstract click electronic access below) / Doutor

O presente trabalho propõe-se a identificar e analisar as relações intertextuais e interartísticas, através das presenças confessas e inconfessas, nos poemas da obra Pampa pernambucano: poesia, imagens, e-mails, de Beatriz Viégas-Faria, em confluência com a obra pictórica do artista plástico pernambucano Gil Vicente, a fim de desvelar o processo criativo da autora. Este trabalho tem como aporte pressupostos relativos à Literatura Comparada, quais sejam os estudos de tradução, a interdisciplinaridade e a intertextualidade, sendo este último considerado um conceito-chave para a análise dos poemas, assim como apóia-se em textos de filósofos, críticos literários e artistas para entender a criação na obra em análise. Pampa pernambucano tem um caráter singular por vários motivos, dentre eles poderíamos destacar sua essência indubitavelmente comparatista e o declarado encantamento pela obra pictórica de Gil Vicente, a qual constitui-se como principal elemento de confluência. A análise dos poemas pressupõe que as relações confessas e inconfessas difratam, ampliam os significados para o leitor tanto dos textos poéticos como da obra pictórica de Gil Vicente. Além disso, revela que a estratégia da forma de Beatriz Viégas-Faria resulta em um texto poético que consiste em uma metáfora do ofício de escrever valendo-se de relações intertextuais e interdisciplinares. / The present study aims at identifying and analyzing the intertextual and interartistic relations, through the confess and unconfess presences, among the poems of the book Pampa pernambucano: poesia, imagens, e-mails, written by Beatriz Viégas-Faria, in confluence with the paints of Gil Vicente, in order to understand the author’s creative process. This research is based on Comparative Literature theories, as translations studies, interdisciplinarity and intertextuality (that is a key concept to analyze the poems), besides philosophical texts, literary review and artist’s texts to understand the creation in Pampa pernambucano. This book has a singular aspect for several reasons, mainly the comparative nature and the declared passion of the pictorial work of the painter Gil Vicente shown by Beatriz Viégas-Faria, which is the main element of confluence. The analysis of the poem presupposes that the confess and unconfess relations enlarged the significances to the reader in the reading of the poems and the pictorial work of Gil Vicente’s. Besides, the analysis reveals that strategy of form of Beatriz Viégas-Faria results in a poetic work that is a metaphor about writing using intertextual and interdisciplinary relations.

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Este estudo, uma investigação de natureza qualitativa, caracteriza-se como um estudo de caso etnográfico sobre a organização do currículo por projetos de trabalho em uma escola da Rede Municipal de ensino de Porto Alegre/RS. O estudo foi realizado com o coletivo docente do ano ciclo de B10, com a supervisora pedagógica, orientadora pedagógica e com o diretor da escola, de forma a compreender como a Educação Física se organiza como componente curricular dentro dessa estrutura. O trabalho de campo foi realizado no ano letivo de 2016, em que convivi com esse coletivo docente, observando suas rotinas, dinâmicas e construções pedagógicas. O produto da pesquisa foi construído através de duas categorias de análise que emergiram dos instrumentos de coleta de informações, partindo dos diálogos, das entrevistas semiestruturadas, dos registros no diário de campo, observações participantes e análise de documentos. Após o processo de descrição, análise, interpretação e compreensão do estudo foi possível inferir a potencialidade dos projetos de trabalho como organização curricular que, dentro das possibilidades demandadas pela realidade de uma escola da rede pública de ensino, (re)significa aspectos importantes da cultura escolar, como a micropolítica da escola; amplia o trabalho coletivo; potencializa a interdisciplinaridade; valoriza a educação para a diversidade e procura promover os aspectos globais e complexos do conhecimento, tudo isso partindo da realidade do aluno e dos aspectos locais, tornando-se uma opção contra hegemônica de pensar escola, currículo e função social da educação. / This study is a qualitative investigation characterized as an ethnographic case study. It is about the organization of the curriculum by work projects in a Municipal school in the city of Porto Alegre/RS. The study was performed with the teaching staff of groups in B10 cycle, with the pedagogical supervisor, the educational advisor and the school director, in order to understand how Physical Education is organized as a curricular component within this structure. Fieldwork was carried out during the school year of 2016, in which I could relate with this teaching group, observing their routines, their dynamic organization and their pedagogical constructions. The research product was constructed through two categories of analysis that emerged from the information gathering tools, through dialogues, semi-structured interviews, field diary records, participant observations and document analysis. After the process of description, analysis, interpretation and comprehension of the study, it was possible to infer the potentiality of work projects as a curricular organization which, within the possibilities demanded by the reality of a school in a public context, gives (another) meaning to important aspects of school culture, such as the micropolitics of the school; it also broadens the group work; enhances interdisciplinarity, values education for diversity and seeks to promote the global and complex aspects of knowdge, these based on the student reality and on local aspects, becoming a counter hegemonic option of thinking school, curriculum and social function of education.

Thesis deals with possibility of development cooperation, engagement and interpersonal relationships through artistic projects. How can arts education promote children's interest in their neighbourhoods and learn them engagement? This is main a question in this thesis. The theoretical part describes the methods and approaches that are related to the cooperation in art education. The thesis search for contemporary art projects focused on community development and local changes and interpret them. The practical part describes own project, focused to the city of Dačice. The main ideas of the project are based on the official transfer of the city from Moravia to Bohemia. The aim of the project is not only to promote children's interest in their place of neighbourhoods and to lead them to engagement and cooperation, but also to lead them to reflect their identity. Keywords: community, school, visual culture, collaborative art, art education, communication, cooperation, interpretation, interdisciplinarity, project