Made available in DSpace on 2016-04-27T14:31:05Z (GMT). No. of bitstreams: 1 Maria Dolores Fortes Alves.pdf: 2704394 bytes, checksum: 0f2a83df1b1b7bb1074b3260520c758a (MD5) Previous issue date: 2013-05-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The current phenomenon in society of intolerance is the result of culture, and the paradigm of good/evil, beautiful/ugly, man/woman, normal/abnormal, right/wrong. It seems to be a consequence, the damage of some by others. The other, who may have a disability or physical difference, is seen as different in the eyes of this Cartesian paradigm, which is dualistic and fragmented. And yet, the fear of the new, of what is different, cause our narcissistic view of others to judge the other as inferior and often intimidating because of their physical appearance, culture, or social status. But we know that we are all made of the same material - carbon atoms. Nevertheless the human genetic code, and that of all species on the planet, have a unique characteristic. We are not replicable beings. Diversity is constant and, from the biologic point of view, favors the survival of the species. Thus, from the theoretical foundations of Ecosystemic Thinking, Complexity and Transdisciplinarity, the objective of this work is to present a guide for teachers and/or social agents (educators, psychologists, educational psychologists, social workers, business managers, etc.) so they can build "Integrative Learning Strategies" which promote inclusive processes. In the light of Transdisciplinary and Complex methodologies, an action research was conducted with students in two courses in order to develop Integrative Learning Strategies. Thus, based on the theories of Complexity, Interdisciplinarity, Transdisciplinarity and Ecosystemic Thinking, categories were developed, and based on these categories a qualitative analysis of accounts by students participating in the courses was conducted. The analysis showed that inclusion was above all an attitude of reverence for life, to legitimize him/herself and the other, recognize him/herself as unique, singular, multidimensional, multiple and complex. And the Integrative Learning Strategies, with its guiding principles (motivation, openness, ethics, self-organization, sensitive listening, subjectivity and inter subjectivity, ecologic action, third person inclusive, thought hologramatic, emerging, contextualized, dialogical thinking and self-consciousness) had a fundamental role in helping the subjects go beyond a fragmented reality, that is dualistic and dichotomist, helping the subjects develop new perceptions and attain new levels of reality. These levels contributed to the co-construction, to "human habitat" of cooperation and lovingness, since these are part of our human biology and socially legitimate every being, for the equilibrium of the Triangle of Life and for building a world for all of us / Como fenômeno presente no meio social, o preconceito é fruto da cultura e paradigma dual do bem/mal, bonito/feio, homem, mulher, normal/anormal, certo/errado. Faz-se como consequência, a nefasta supervalorização de uns em detrimento de outros. O outro com alguma deficiência ou diferença física é visto como diferente sob o olhar deste paradigma cartesiano, dualístico e fragmentador. E, ainda, o medo, o medo do novo, do diferente, nossa visão narcísica enxerga o outro como um ser inferior e muitas vezes ameaçador em função de sua aparência física, cultura ou status social. Porém, sabemos que todos nós somos feitos da mesma matéria - átomos de carbono - contudo, desde o seu código genético, o ser humano bem como todas as espécies do planeta possuí a característica da singularidade. Somos seres irrepetíveis. A diversidade é constante e, do ponto de vista biológico, favorece a sobrevivência das espécies. Deste modo, a partir dos fundamentos teóricos do Pensamento Ecossistêmico, da Complexidade e da Transdisciplinaridade, objetivamos apresentar princípios norteadores para que docentes e/ou agentes sociais (pedagogos, psicólogos, psicopedagogos, assistentes sociais, gestores empresariais etc.) possam construir cenários e Estratégias de Aprendizagem Integradora que favoreçam processos inclusivos. À luz da metodologia da Transdisciplinaridade e Complexidade, uma pesquisa-ação foi realizada com participantes de dois cursos que visaram a vivência e construção de Estratégias de Aprendizagem Integradoras. Assim, embasados nas teorias da Complexidade, Interdisciplinaridade, Transdisciplinaridade e Pensamento Ecossistêmico, construímos categorias e fizemos uma análise qualitativa dos discursos dos alunos participantes dos cursos. A análise mostrou que a inclusão é acima de tudo, uma atitude de reverência à vida, de legitimação de si mesmo e do outro, reconhecendo-o como único, singular, multidimensional, múltiplo e complexo. E, as Estratégias de Aprendizagem Integradoras com seus princípios norteadores (motivação, abertura, ética, auto-organização, escuta sensível, subjetividade e intersubjetividade, ecologia da ação, terceiro incluído, pensamento hologramático, emergência, contextualização, pensamento dialógico e autoconhecimento) tiveram um papel fundamental para que os sujeitos pudessem ir além da realidade fragmentária, dualística, dicotômica, favorecendo a percepção e o salto para outros níveis de realidade que contribuíram para a co-construção, para habitar humano da cooperação e a amorosidade. Uma vez que, esses valores fazem parte da nossa biologia humana e social; da legitimação de cada ser, para o equilíbrio do Triângulo da Vida e para a construção de um mundo para todos

From its infancy, environmental psychology [which concerns itself with the coinfluencing interface between people and places] has required attention to actual context, and attention to social relevance. There has always been an emphasis on research into real problems within a context of meaningful theory, and on results which have potential not only for individuals, but also for policy-makers and those who execute that policy. This environmental psychology study is about the potential role of green open space in contributing towards quality of life in the city generally. It is also about a specific, wellloved urban open space in Namibia's capital city, Windhoek, the Avis dam environment, which is often the contentious target of proposed commercial development. At the moment, the Windhoek Municipality has no well-structured urban open space policy, and possibly also no full understanding of the meanings of the Avis dam for its users. This study hopes to make contributions to both these areas of policy-making. As the applicability of research findings to the development of public policies and community interventions depends very much on the suitability of the methodology and theories chosen (Stokols, 19911), this study begins with a discussion of systemic and ecosystemic thinking [Chapter Two]. They were chosen as the guiding metatheory for this study, not only because of their recognition of the inescapable connectedness between person and environment, but because of their personal appeal too. Chapter Three examines theories and models which are compatible with systems thinking, and which help understand the potentially positive psycho-social and socio-economic roles of urban open space generally, and how the extent of that potential in a specific open space may be appreciated and described. The implications of systemic/ecosystemic metatheory for the study's methodology and research design are discussed in Chapter Four, and the data collection methods, which comprised observation and interviewing, in Chapter Five. Ecosystemic thinkers do not believe that facts can be "found" [they are not there objectively, but co-emerge subjectively from people's individual and collective experience in a place], so Chapter Six deals with a co-emergent interpretation of the data gathered. Based on that interpretation, recommendations for urban open space policy generally, and the Avis dam environment specifically, are made in Chapter Seven. AFRIKAANS : Omgewingssielkunde (wat gemoeid is met die mede-beinvloedings tussen mense en plekke) het van sy vroegste jeug aandag benodig ten opsigte van werklike verband asook maatskaplike toepaslikheid. Daar was nog altyd klem op navorsing ten opsigte van daadwerklike probleme binne die verband van ‘n betekenisvolle teorie asook op die uitslae wat potensiaal het vir die individualis sowel as die beleidsbepalers en beleidsuitvoerders. Hierdie omgewingssielkundestudie gaan oor hoe groen oop spasies moontlik kan bydra tot kwaliteit van lewensgehalte in die stad oor die algemeen. Dit gaan ook oor ‘n besondere, geliefde stedelike oop ruimte in Namibia se hoofstad, Windhoek, nl. die Avisdamomgewing, wat voortdurend ‘n teiken is vir bedryfsontwikkeling. Tans beskik die Munisipaliteit van Windhoek nie oor ‘n welsaamgestelde beleid oor oop ruimtes nie en moontlik ontbreek ook by hulle die nodige begrip van die betekenis van die dam vir sy verbruikers. Hierdie studie be-oog om ‘n bydrae in die beleidsbepalings van altwee leemtes te lewer. Die toepaslikheid van navorsingsbevindings in die ontwikkeling van openbare beleid en gemeenskapsbemiddeling hang baie van die gepastheid van die metodologie en teorië (Stokols, 1991)2 af. Hierdie studie begin met ‘n bespreking oor sistemiese en ekosistemiese denke (Hoofstuk Twee). Hulle is as die leidende metateorieë gekies, nie alleen vir hul erkenning van die onontkombare verband tussen persone en hul omgewing nie, maar ook vir hulle persoonlike aantrekkingskrag. In Hoofstuk Drie word teorië en voorbeelde bestudeer wat verenigbaar is met sistemiese denke en wat help om die potensiële positiewe psigo-sosiale en sosio-ekonomiese rolle van stedelike oop ruimtes oor die algemeen te verstaan, asook hoe om die omvang van die potensiaal van ‘n spesifieke oop ruimte te kan waardeer en te kan beskryf. In Hoofstuk Vier word die implikasies van die sistemiese/eko-sistemiese metateorie vir hierdie studie se metodologie en navorsingsplan bespreek. Die dataversamelingsmetodes wat uit waarneming en onderhoude bestaan, word in Hoofstuk Vyf hanteer. Ekosistemiese denkers glo nie dat feite “gevind” word nie (dit is nie objektiewelik daar nie maar ontstaan subjektiewelik deur persone se individuele en gesamentlike ondervindinge van ‘n plek), dus word die vertolking van die saamgestelde data in Hoofstuk Ses bespreek. In die lig van dié vertolking word aanbevelings 2 Stokols, D. (1991). Conceptual strategies of environmental psychology. In D. Stokols& I. Altman (Eds), Handbook of environmental psychology, Vol. 1 (pp. 41-70). New York: John Wiley. vir stedelike oopruimtebeleid in die algemeen asook spesifiek vir die Avisdam omgewing in Hoofstuk Sewe hanteer. / Dissertation (MA)--University of Pretoria, 1998. / Psychology / unrestricted