Introdução. O trabalho em equipe interdisciplinar é considerado um importante pressuposto para reorganização do processo de trabalho nas práticas de promoção da saúde e prevenção de doenças, visando a uma abordagem mais integral e resolutiva. Objetivo. Discutir aspectos das relações disciplinares entre profissionais de saúde, incluindo barreiras e facilitadores à prática da interdisciplinaridade, tomando como referência o caso de um centro universitário voltado ao ensino e pesquisa em promoção da saúde e prevenção de doenças na prática clínica. Método. Pesquisa qualitativa, realizada no Centro de Promoção da Saúde do Serviço de Clínica Geral do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo (CPS-HCFMUSP), com emprego de observação participante e entrevistas semiestruturadas com profissionais de saúde, iniciada após prévia aprovação do Comitê de Ética em Pesquisa e consentimento esclarecido dos entrevistados. Os dados foram submetidos à análise qualitativa, através da análise de conteúdo, modalidade temática. Resultados. Encontram-se práticas realizadas por profissionais com mesmos objetivos, porém com pequena interação entre si, sem método e linguagem comuns, trabalhando sem integração, mas com conhecimento unificado e com diferentes níveis de hierarquia horizontal. No conjunto, esta situação pode representar um momento de transição da pluridisciplinaridade para a interdisciplinaridade. Conclusão. A interdisciplinaridade no caso avaliado não é uma realidade posta, mas um processo ainda em evolução. Fatores sócio-culturais, institucionais e subjetivos podem agir tanto como facilitadores quanto como obstáculos à interdisciplinaridade. / Introduction. Interdisciplinary teams are considered an important premise for the rearrangement of the work process in practices of health promotion and disease prevention, aiming at an integral and resolutive approach. Objective. Discuss the disciplinary relationships among health professionals, including barriers and facilitators to the practice of interdisciplinarity, in the context of a university center for education and research in health promotion and disease prevention in clinical practice. Method. Qualitative research, conducted at the Centro de Promoção da Saúde do Serviço de Clínica Geral do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo -CPS-HCFMUSP, using participant observation and semi-structured interviews with health professionals, started up after approval by the HCFMUSP - Research Ethics Committee and the informed consent of interviewees. The data was subjected to qualitative content analysis, on the basis of thematic modality. Results. It was observed practices performed by professionals with little interaction, no common language and method and lack of integration, but with similar goals, unified knowledge and different levels of horizontal hierarchy. Overall, this may represent a moment of transition from multidisciplinary to interdisciplinary work. Conclusion. Interdisciplinarity is not a fact, but a process still in evolution. Socio-cultural, institutional and individual factors can act both as facilitators or as barriers to its implementation.

Metaphors have long shaped the way pure translation studies describe and justify the translation phenomenon by discovering and consolidating underlying principles. Ultimately, by means of metaphor, something that dwells on the interaction of two seemingly distinct things, translation theorists have obtained a better understanding of the category of translation. Human beings are gregarious, and disputes are inevitable in every society, ancient or modern, primitive or civilized. In fact, conflict is one iron law of life that mankind has had to improvise ways of resolving, from such formal ones as litigation to private ones such as self-help. We may not be able to eliminate dispute altogether, but we can, however, resolve it through creative and civilized means. Translation can be approached in a similar context, except it concerns a metaphorical dispute between cultures and/or languages—and probably on a more intangible and subtle platform. Disparate cultures, religions and languages in a clash can be brought closer to each other with skillful translation, and hence, translation is a variation of dispute resolution. That never went totally unnoticed. Over the years, countless translation metaphors have been constructed and exploited with very different results, which indicates how interdisciplinary a subject translation studies really is. Yet, apparently, translation is most often metaphorized as mediation and negotiation but rarely as arbitration or litigation, and one cannot but wonder whether this happened out of sheer coincidence or because of some misunderstanding. Thus, much as I appreciate what theorists have accomplished with translation metaphors, in regard to didactics and heuristics, my primitive observation is that translation theorists and practitioners have never made full use of metaphorization in that they might have had an incomplete idea of dispute resolution theory in general. After all, a metaphor is, ideally, meant to facilitate active learning and full integration of new knowledge, but there still remains a missing piece that is part and parcel of our metaphorization of translation. Specifically, translators have always embraced the amicable terms of negotiation and mediation, distancing themselves from non-mainstream ones such as arbitration and litigation. To that end, in my thesis, I will explore and examine translation through slightly renewed lenses, demonstrating how and why our metaphor schema and mapping should originate in dispute resolution, and why litigation, and perhaps even arbitration as dispute resolution mechanisms, would serve as good a metaphor—if not a better one—for translation. It is my resolute belief that the translator is more qualified as a judge, a respectable professional vested with immense judicial power, than as a mediator, who is but a third-party neutral facilitating dialogue between two disputants. Only in this way can metaphors do translation theory a great service by furnishing it with a renewed and objective description of translation.

University-level transdisciplinary initiatives have become prevalent as institutions reorient disciplines around complex problems that are relevant to society. Transdisciplinary research initiatives, like those of interdisciplinarity in the previous decade, are reinforced by federal funding agencies because of their potential to yield technological innovation, and in turn, economic growth. However, the sustained development of transdisciplinary or interdisciplinary curriculum design remains limited due to the multiple competing factors that govern the curriculum. This dissertation research focuses on the implementation of the transdisciplinary initiative as it pertains to interdisciplinary curriculum design. I use public institutional documents to trace the transdisciplinary institutional initiative as it is enacted at different university levels and interviews to understand the initiatives in practice, drawing from administrators, faculty, and staff experiences as they develop interdisciplinary courses. Many university-level initiatives that purport transdisciplinary and interdisciplinary education fall short in their implementation because of academic structures that directly or indirectly inhibit sustainable interdisciplinary curricula. Instead, administrative organizations like the Registrar's Office, Office of Integrated General Education, and Transdisciplinary Initiative Office develop networks and artifacts that connect faculty who have experience bypassing academic structures with faculty who seek out these forms of institutional support. These emergent practices are an adaptation to the university system rather than a proactive measure that facilitates the large-scale structural change claimed by university-level transdisciplinary initiatives. This study contributes to the understanding of potential long-term implications through the examination of interrelated university initiatives as they exist through metrics and incentives provided by the upper administration and experiences of faculty and staff in developing interdisciplinary courses. / Doctor of Philosophy / There is a trend in universities across the United States of implementing initiatives that incentivize departments to focus their research and teaching on complex problems that span different disciplines. These initiatives are attractive to potential university donors due to their perceived societal relevance and reinforced by external funding agencies because of their potential to yield technological innovation. These initiatives can be short-lived, however, as they seek to disrupt the traditional university structure. The purpose of this study is to examine how faculty and staff translate and negotiate the complex university structures and initiatives as they design interdisciplinary courses. I use public institutional documents to trace the transdisciplinary institutional initiative as it is enacted at different university levels and interviews to understand the initiatives in practice, drawing from administrators, faculty, and staff experiences as they develop interdisciplinary courses. The findings show that even for faculty and staff working to create interdisciplinary classes in alignment with these initiatives, they are faced with challenges as the initiatives are limited in their structural reorientation. Instead, mid-tier administrative organizations have developed networks and artifacts that connect those who have experience bypassing academic structures with those who express interest in following their lead. This study includes a discussion of broader socio-political and economic factors that contextualizes layers of faculty and staff experiences, administrator perspectives, and the university's public messaging through the historical legacies of academia, the economy, and society at large.

While disciplinarity still dominates college and university life, enthusiasm for interdisciplinary approaches has increased over the past three decades. Proponents often present interdisciplinarity as an a priori good, but scholars have noted that we have not yet sufficiently evaluated the efficacy of interdisciplinary initiatives. Most assessments of interdisciplinary initiatives have focused on tangible outcomes such as grants, papers, and patents. This is an unfortunate critical gap in the examination of interdisciplinarity, as it is possible that engagement in interdisciplinary activities changes student and faculty thinking in significant ways. This dissertation proposes to address the gap in the examination of interdisciplinarity regarding interdisciplinary learning outcomes by investigating the intellectual impact of interdisciplinary initiatives on students and faculty. Utilizing a manuscript approach for the dissertation experience, this series of qualitative studies is organized around three areas of inquiry related to learning in interdisciplinary contexts: (a) how systematic interdisciplinary training affect doctoral students' epistemic beliefs, that is, how they view the construction of knowledge and the nature of scholarship; (b) what faculty learn from engaging in interdisciplinary research initiatives, and what tools mediate this interdisciplinary learning process; and (c) whether an interdisciplinary training effort promotes the creation of an alternative community of practice for participating students and faculty. The studies were part of a larger mixed methods assessment of the efficacy of the EIGER program. Participants were selected based upon their affiliation with one specific interdisciplinary graduate training initiative, the EIGER program, at Virginia Tech, and came from the hard sciences, engineering, and social sciences. Informed by grounded theory, analysis of the data revealed that both graduate students and faculty achieve interdisciplinary understanding as a result of their interdisciplinary training and research experiences. Furthermore, faculty interdisciplinary learning is mediated by other people and two categories of tools, problem platforms and solution mechanisms, and is achieved by both borrowing and lending of disciplinary expertise. Finally, results suggest that programs like the EIGER may constitute emerging communities of practice that serve as alternatives to traditional disciplinary communities. / Ph. D.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-02-23T11:58:18Z No. of bitstreams: 1 arquivo total.pdf: 1707000 bytes, checksum: f3e645ef885c5170bb0c9ee0b0b6032d (MD5) / Made available in DSpace on 2017-02-23T11:58:18Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1707000 bytes, checksum: f3e645ef885c5170bb0c9ee0b0b6032d (MD5) Previous issue date: 2016-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The interdisciplinarity is treated as one of the main foundations of Information Science. The interdisciplinary production in the area is characterized by the complexity of the object information, the plural formation of researchers and the consequent convergence with other disciplines that interface with the Information Science. It seeks to understand the theoretical and methodological elements that contribute to interdisciplinary production in the fields of information architecture in the field of Information Science. This is an exploratory and descriptive research. Therefore, it seeks to map the scientific production of the National Meeting of Research in Information Science (ENANCIB) in the 2003-2013 period in the repository "Network Issues". It uses a triadic methodological confluence for systematization and analysis of data through bibliometrics, the social network analysis and content analysis to serve procedures that can identify paratextual and textual elements with bibliometric indicators, the formation of social networks with the interactions of researchers, disciplines and areas of knowledge and understanding of the theoretical and methodological elements from logical deductions based on content analysis. It were found in the production of information architecture some elements supporting the interdisciplinary production in information science, namely the plural formation of researchers that address this topic in the field of Information Science, convergences of evidence interdisciplinary productions from the collaboration co-authored the formation of social networks among researchers representing the juxtapositions of different disciplines and areas of scientific knowledge, with highlights for the Librarianship and Computer Science. There are references of sharing theoretical and methodological elements that take place around the organization processes, representation and retrieval of information, although it is considered the need for further deepening the explicitness of processuality these elements that support interdisciplinary practices in the area. / A interdisciplinaridade é tratada como um dos principais fundamentos da Ciência da Informação. A produção interdisciplinar na área é caracterizada pela complexidade do objeto informação, pela formação plural dos pesquisadores e pela consequente convergência com outras disciplinas que fazem interface com a Ciência da Informação. Busca-se compreender os elementos teórico-metodológicos que contribuem para a produção interdisciplinar nos domínios da arquitetura da informação, no campo da Ciência da Informação. Trata-se de uma pesquisa exploratória e descritiva. Para tanto, busca-se mapear a produção científica do Encontro Nacional de Pesquisa em Ciência da Informação (ENANCIB), no período de 2003 a 2013 no repositório “Questões em Rede”. Utilizou-se uma confluência metodológica triádica para a sistematização e análise dos dados através da bibliometria, da análise de redes sociais e da análise de conteúdo para servir de procedimentos que possam identificar elementos paratextuais e textuais com indicadores bibliométricos, a formação das redes sociais com as interações de pesquisadores, disciplinas e áreas do conhecimento e a compreensão dos elementos teórico-metodológicos a partir de deduções lógicas baseadas na análise de conteúdo. Constataram-se, na produção sobre arquitetura da informação, alguns elementos que fundamentam a produção interdisciplinar na Ciência da Informação, a saber: a formação plural dos pesquisadores que abordam essa temática no campo da Ciência da Informação, indícios das convergências de produções interdisciplinares a partir da colaboração em coautoria, a formação de redes sociais entre pesquisadores que representam as justaposições de diferentes disciplinas e áreas do conhecimento científico, com destaques para a Biblioteconomia e a Ciência da Computação. Há referências do compartilhamento de elementos teórico-metodológicos, que se efetivam em torno dos processos de organização, representação e recuperação da informação, embora se considere a necessidade de maiores aprofundamentos para explicitar a processualidade desses elementos que sustentam as práticas interdisciplinares na área.

Einleitung Die Entwicklung von Produkten erfolgt heutzutage vermehrt in interdisziplinären Teams. Dadurch können die Belange der beteiligten Abteilungen frühzeitig im Entwicklungsprozess berücksichtigt werden. Unter Leitung eines Projektmanagers können diese Teams weitgehend selbstständig agieren, wodurch Informations- und Entscheidungswege deutlich verkürzt werden können (Pahl et al. 2013). Neben der Interdisziplinarität zeichnen sich Entwicklungsteams ebenfalls dadurch aus, dass deren Mitglieder oftmals global verteilt arbeiten und in mehreren Projekten gleichzeitig eingesetzt werden. Um den Herausforderungen bei der standortübergreifenden Produktentwicklung zu begegnen, setzen beispielsweise große Automobilzulieferer auf das durch Informations- und Kommunikations-technologie gestützte Virtual Obeya-Konzept. Dieses Konzept basiert auf dem aus der schlanken Produktentwicklung bekannten Werkzeug "Obeya". Mit Hilfe moderner Technik können die wesentlichen Elemente traditioneller Obeya-Räume digitalisiert werden. Die Vernetzung der Virtual Obeya-Räume an verschiedenen Standorten ermöglicht es außerdem, dass die Akteure zeitgleich auf die zugrunde liegenden Informationen zugreifen können, sie manipulieren können und sich darüber austauschen können. Um die standortübergreifende Teamarbeit in der Produktentwicklung auch über große Distanzen hinweg nachhaltig zu unterstützen und zu fördern, ist daher die Errichtung solcher Räume an mehreren Standorten sowie deren organisatorische Integration im Unternehmen notwendig. Darüber hinaus muss der Akzeptanz bei den Anwendern des Konzepts große Beachtung geschenkt werden. Basierend auf den Erkenntnissen der Kooperation mit einem namhaften Automobilzulieferer wird in dem vorliegenden Beitrag ein allgemeingültiges Konzept vorgestellt, welches die erforderlichen Schritte und Maßnahmen zur internationalen Einführung von Virtual Obeya in anderen Unternehmen beschreibt.

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.

Notre recherche a comme objectif d’identifier et d’analyser les impacts des réformes éducatives mises en œuvre dans le contexte du Brésil et de la France depuis les années 90 concernant les pratiques pédagogiques des enseignants. Plus spécialement nous nous centrons sur trois aspects : le premier caractériser et analyser le profil de formation destiné aux enseignants pour les politiques éducatives dans ces deux contextes, le deuxième identifier quels sont les défis que les enseignants à l’école primaire au Brésil et en France affrontent pour développer leurs travaux dans la salle de classe, le troisième identifier comment sont traitées dans la salle de classe les connaissances de la mathématique en relation à l’interdisciplinarité. / Our research aimed at analyzing the impacts of education reforms involving formation and pedagogical practice of elementary and middle school teachers which have taken place both in Brazil and in France from the nineties. More specifically, we have centered in three aspects: first, analyzing the general formation profile that has been demanded for teachers by education policies in both contexts; second, identifying the concrete challenges that teachers from elementary school face in order to develop their work in the classroom; and third, finding out the way mathematical knowledge is treated and interdisciplinarity.

Das Forschende Lernen stellt für das Fach Forschungsmethoden einen höchst interessanten Ansatz dar, der Wissensermittlung, Wissenserfahrung und fächerübergreifende Kompetenzen miteinander vereint. Der Werkstattbericht beschäftigt sich mit der Erarbeitung und Umsetzung des Konzeptes des Forschenden Lernens in den Bewegungswissenschaften sowie dem Maschinenbau und dem Umweltengineering.

Dans son oeuvre majeure, L'évolution créatrice, Bergson propose une réflexion originale sur le sens de l'évolution des espèces qui part des données scientifiques de l'époque. Si celles-ci ont pour le moins évolué depuis le début du siècle, la perspective dynamique que le philosophe a mise en oeuvre pour appréhender les phénomènes biologiques résonne aujourd'hui avec certains paradigmes épistémologiques, dans différents champs de recherche. A travers l'analyse détaillée de ces résonances, non seulement en biologie du développement mais aussi en neurologie, en éthologie, en psychologie, en sociologie et jusqu'en anthropologie, ce travail propose une lecture de l'oeuvre qui mette en avant les enjeux et la nécessité d'une recherche transdisciplinaire et non réductionniste, dont la définition même implique qu'elle soit avant tout un effort toujours à reprendre. Pour regrouper les différents champs épistémologiques convoqués et suivre une progression cohérente, le plan suivi procède en trois moments. Le premier moment est consacré à la dimension organique ou biologique de l'individualité, le deuxième à sa dimension psychologique, le troisième à la dimension intersubjective et aux tendances anthropologiques fondamentales qui encadrent l'expérience humaine. Imbriquées les unes dans les autres, ces différentes dimensions de l'expérience ne sont toutefois distinguées que pour plus de clarté. En dégageant de cette lecture croisée un nouveau paradigme épistémologique qui soit tout à la fois global et soucieux du caractère changeant et de la diversité du réel, il s'agit de montrer l'importance et l'actualité de la pensée de Bergson. Il s'agit également de déjouer, grâce aux résonances mises en lumière dans les différentes disciplines, les mauvaises lectures de cet auteur « qui ont fait tenir sa philosophie, par des penseurs souvent médiocres, dans un discrédit ridicule. / In is main work, L'évolution créatrice, Bergson suggest an original thought about the evolution of species who lean on the scientific data of the time. In this data have change a lot since the begin of the century, the dynamic perspective that he used to understand biological phenomenon resound today with some paradigm in epistemology in differents fields of search. Through a detailed analysis of this connotations in biology of development, neurology, ethology, sociology and anthropology, this work suggest a reading of Bergson who show the stakes and the necessity of an interdisciplinary search. To merge the differents fields of search convened and follow a coherent progression, this work proceed in three moments. The first is devote to the biological feature of individuality, the second to his psychological feature and the last to the intersubjectivity feature and anthropological leanings who lead humain experience. However, this differents features are clearly separated only for the analyse. To derive a new epistemological paradigme of this cross reading, we want to show the importance and the actuality of Bergson'work. We want also show the obsolete character of any famous reading who have discredited Bergson's philosophy.