L'expérience joue un rôle crucial dans la résolution de problèmes. Dans les activités inventives de résolution de problèmes, l’expérience est composée de deux parties : l’une est le savoir-faire spécifique acquis dans la pratique de la résolution de problèmes passés, l’autre est la connaissance supplémentaire provenant d’autres domaines dans lesquels la résolution de problèmes a déjà été acquise et est utilisée pour résoudre. Cette thèse propose une nouvelle façon de résoudre des problèmes d’invention en capitalisant l’expérience tirée d’activités de résolution de problèmes antérieures. La première contribution est basée sur l'utilisation du raisonnement à partir de cas pour collecter et accéder rapidement aux expériences. La deuxième contribution consiste à proposer une nouvelle façon de classer les effets physiques basé sur l'utilisation de Wikipédia. Pour mettre en œuvre l'approche proposée dans la thèse, une application Web appelée CBRID (Raisonnement à partir de cas pour la Conception Inventive) est développée. Par ailleurs, nous avons mené une série d’expériences pour évaluer notre approche en termes d’efficacité et d’efficience. / Experience plays a crucial role in the resolution of problems. When in inventive problem solving activities, experience is composed of two parts: one is the specific know-how knowledge acquired in the practice of solving previous problems, the other is the additional knowledge from other domains where the problem solver is previously acquired and is used for problem solving. This thesis aims at proposing a new way to solve new inventive problems by capitalizing experience obtained from past problem solving activities. The first contribution is based on the use of the case-based reasoning for collecting and rapidly accessing the experiences. The second contribution consists in proposing a new way to classify the physical effects using Wikipedia. To implement the proposed approach, a web-based application called CBRID (Case-based reasoning for Inventive Design) is developed. A particular case of ''cloth hanger'' is studied to illustrate the problem solving process based on the proposed approach. In addition to that, we conducted a set of experiments to evaluate our approach in terms of effectiveness and efficiency.

L’objectif de ce travail de thèse est de développer une méthodologie d’extraction de connaissances à partir de brevets pour aider les concepteurs dans la phase de résolution de problèmes industriels. La méthodologie est fondée sur trois piliers : la définition, la recherche / analyse et l’innovation. La définition exhaustive de la fonction principale du système industriel cible le champ de recherche et permet la récupération de mots clés initiaux grâce à une analyse approfondie de l’existant. La recherche itérative des brevets se base sur la décomposition fonctionnelle et sur l’analyse physique. L’analyse intègre la décomposition fonctionnelle énergétique pour déceler les énergies, les flux fonctionnels transmis et les phénomènes physiques impliqués dans le processus de conversion énergétique afin de sélectionner des effets physiques potentiellement pertinents. Pour délimiter le champ d’exploration nous formulons des requêtes de recherche à partir d’une base de données de mots clés constituée par des mots clés initiaux, des mots clés physiques et des mots clés technologiques. Une matrice des découvertes basée sur les croisements entre ces mots clés permet le classement des brevets pertinents. La recherche des opportunités d’innovation exploite la matrice des découvertes pour déceler les tendances évolutives suivies par les inventions. Les opportunités sont déduites à partir de l’analyse des cellules non pourvues de la matrice des découvertes, de l’analyse par tendances d’évolution et du changement de concept par la substitution du convertisseur énergétique. Nous proposons des tendances d’évolution construites à partir de lois d’évolution de la théorie TRIZ, d’heuristiques de conception et de règles de l’art de l’ingénieur. Un cas d’application concernant l’étude d’évolution et la proposition de nouveaux systèmes de séparation de mélanges bi-phasiques en offshore profond met en valeur la méthode. / The aim of this thesis work is the development of a methodology for knowledge extraction from patents to assist design engineers in the industrial problem-solving phase. The methodology is based on three pillars: definition, search / analysis and innovation. A comprehensive definition of the main function of the industrial system delimits the research field and allows the retrieval of initial keywords through a detailed analysis of what is currently available. The iterative patent search is based on functional decomposition and physical analysis. The analysis phase uses energy functional decomposition to identify energies, transmitted functional flows and physical phenomena involved in the energy conversion process in order to select potentially relevant physical effects. To delineate the exploration field we formulate search queries from a keywords database composed by initial, physical, and technological keywords. A discovery matrix based on the intersections between these keywords allows the classification of pertinent patents. The research for innovation opportunities exploits the discovery matrix in order to decipher the evolutionary trends followed by inventions. Opportunities are deduced from an analysis of the discovery matrix empty cells, an analysis of the evolution trends, and from changing the concept by energy converter substitution. We propose evolution trends constructed from the evolution laws of TRIZ theory, design heuristics, and rules of the art of the engineering. An application case concerning the study of the evolution and the proposal of innovative biphasic separation systems in deep offshore highlights the method.

Les brevets d’invention titres de propriété industrielle confèrent à leurs titulaires le monopole de l’invention brevetée. On peut y trouver une sorte d’historique de l’évolution de l’artefact. Dans ce contexte le concepteur est très souvent amené à faire des recherches dans les documents de brevets afin de bénéficier des connaissances qui y sont contenues en vue de structurer le processus inventif. Développée pour assister les concepteurs dans leur démarche d’innovation, la Méthode de Conception Inventive (MCI), s’inscrit dans le modèle de la dialectique. La MCI a précisé les concepts entrant en jeu dans la description des évolutions des systèmes techniques et des artefacts. Ces items intéressent bien souvent les concepteurs et sont essentiels à la compréhension du problème sous-jacent et à la collecte de toutes les caractéristiques sur lesquelles on peut agir ; et de l’effet de leurs variations sur l’artefact. Cette thèse consiste d’abord à analyser le document de brevet d’un point de vue linguistique, afin d’en connaitre la typologie. Il s’agit, ensuite, de repérer dans le document de brevets les connaissances susceptibles d’être utiles à la MCI et à les formaliser sous forme de programme informatique. L’approche que nous proposons est issue du text-mining. Elle est à base de marqueurs linguistiques et utilise des patrons lexico-syntaxiques issus du domaine du traitement automatique des langues. Cette méthode d’extraction des concepts utiles à la MCI permet l’établissement d’une sorte de cartographie initiale des évolutions passées et possibles des caractéristiques de l’artefact. L’intérêt est en outre de faciliter grandement l’analyse préliminaire des connaissances relative au dit artefact. / Patents are industrial property titles that give their holders a monopoly over the patented invention. It is possible to find a sort of history of the evolution of the artifact. In this context the designer often like to do research in patent documents in order to benefit from the knowledge contained inside to structure the inventive process. Developed to assist designers in their innovation approach, the Inventive Design Method (IDM) is part of the pattern of dialectic. IDM has clarified the concepts at stake in the description of the evolution of technical systems and artifact. These items often interest designers and are essential to understanding the underlying problem and collecting of all features on which to act; and the effect of variations on the artifact. This thesis, firstly, deals with patent document analysis from a linguistic point of view, in order to know its typology. Then, it is possible to identify in the patent document, the knowledge likely to be useful to IDM and formalize it as a computer program. The approach proposed in this paper is based on text mining techniques. It uses a method based on linguistic markers using lexical and syntactic patterns from the field of natural language processing. This method of extraction of useful concepts for IDM allows the establishment of a kind of initial mapping of past and possible changes in the future of the artifact characteristics. The interest is also to greatly facilitate the preliminary analysis of knowledge on the said artifact.

La thèse présentée ici s'attache à répondre au manque de formalisation de la TRIZ. Cet objectif répond au manque scientifique permettant de reconnaître la TRIZ en tant que théorie ; et de proposer un outil informatique d'assistance à la formulation des problèmes, selon les cadres de la TRIZ, enjeu industriel reconnu. <br />La méthode déployée s'appuie sur les outils de l'Intelligence Artificielle pour construire une ontologie de la formulation des problèmes en conception inventive de systèmes techniques, selon les cadres de la TRIZ. Cette ontologie est une représentation centrée-objet des concepts liés à la formulation des problèmes. Cette représentation est validée par une analyse, en logique de description, de la cohérence de la hiérarchisation des concepts et de leur bonne définition. L'opérationnalisation du modèle s'appuie sur la programmation d'une interface d'instanciation. Cette interface est basée sur un moteur de systèmes experts à base de règles.

A criatividade é um tema de crescente interesse no meio acadêmico, oriundo de uma demanda da sociedade capitalista voltada para a criação. Estudos recentes criticam a concepção tradicional de criatividade, fundamentando-se na diferença entre o conceito de invenção e criatividade e afirmando que esta se limita a solucionar os problemas impostos pela sociedade, enquanto a primeira se propõe a um movimento de problematização das formas cognitivas. O presente trabalho pretende investigar a criatividade como cognição inventiva, mediada por experiências de interação num determinado contexto, caracterizando a forma de criação em relação ao mundo e a si mesmo. O objetivo geral da pesquisa é conhecer como a criatividade se produz na sala de aula, investigando em quais momentos ela se aproxima de uma cognição inventiva e em quais momentos ela se limita a uma reprodução cognitiva. A pesquisa foi desenvolvida numa Escola Municipal de Ensino Fundamental, localizada na periferia de um município no interior de São Paulo. Participaram da pesquisa uma professora e 35 alunos de uma sala de aula de uma quarta série do Ensino Fundamental, além dos profissionais da escola que participam do contexto e cotidiano institucional. Trata-se de uma pesquisa de metodologia qualitativa de inspiração etnográfica, utilizando observações participantes videogravadas como o principal instrumento. Entrevistas formais e informais, análise da produção do professor e da produção dos alunos em sala de aula e informações institucionais adicionais também foram utilizadas. A coleta de dados realizou-se no período das aulas, à tarde. Foram realizadas 60 observações, num total de aproximadamente 100 horas. As observações aconteceram no período de março a dezembro, percorrendo quase todo o ano letivo escolar. Estabeleceu-se como critério de classificação do material coletado o seu conteúdo. Desse modo, dividiu-se o material em dois grandes grupos. O primeiro refere-se ao plano molar ou macropolítico e propõe-se a analisar o contexto institucional e as atividades que aconteceram fora da sala de aula observada, abrangendo o espaço físico, os aspectos pedagógicos gerais e os profissionais da escola. O segundo refere-se ao plano molecular ou micropolítico e destina-se a focar os acontecimentos da sala de aula observada, englobando as rotinas, rituais e suas atividades. Os resultados sugerem que as atividades desenvolvidas, tanto no contexto institucional quanto na sala de aula, privilegiam as situações de recognição e são pautadas pelas relações de controle e poder. Desse modo, quase não há espaço para a invenção e para a aprendizagem significativa. / Creativity is a topic of growing interest in the academy coming from a capitalist society geared towards creation. Recent studies have criticized the traditional conception of creativity, basing on the difference between the concept of \"invention\" and \"creativity\", saying that creativity is a merely solution of the problems imposed by society, while invention aims at a motion questioning of the cognitive ways. This research aims to investigate creativity, cognition as invention, mediated by interaction experiences in context, characterizing the form of creation for the world and himself. The main objective of the research is to understand how creativity happens in the classroom, investigating in what time it approaches of an inventive cognition and when it merely is recognition. The research was conducted in a Hall Elementary School, located on the outskirts of a city in São Paulo. The survey was conducted in a municipal school of elementary school, located on the outskirts of a city in São Paulo. The study included 01 teacher and 35 students of a specific fourth grade classroom besides the staff of the school that participates in this institutional context. This is an ethnographic study of qualitative methodology. Videotaped participant observation was the main tool. Formal and informal interviews, analysis of output of the teacher, the production of students in the classroom, and additional institutional information were also used. The collect of the data took place during classes in the afternoon. Were made 60 observations, adding approximately 100 hours. The observations took place during the period from March to December, covering almost the entire school year. It was established as a criterion for classification of material collected their content. Thus, the material was divided into two major groups. The first refers to molar or macro-political level and proposes to examine the institutional context and the activities that took place outside the classroom and observed physical space, the pedagogical aspects and the school professionals. The second group refers to the molecular plane or micropolitical and focuses on events in the classroom observed. It covers the routines, rituals and activities that favored some possibility of invention. The results suggest that activities in both of the institutional context, as in classroom situations are recognitional and are guided by relations of power and control. Thus, there is a little space for invention and for meaningful learning.

O fenômeno metafórico, caro às ciências da linguagem, tem recentemente adentrado também os estudos cognitivos, visto que se tem advogado que a metáfora não ocorre apenas na linguagem, mas constitui processos do pensamento. Argumento aqui que a metaforização articula singularidades que operam na contiguidade entre linguagem e cognição e, nela, na invenção de si e do mundo. Para tanto, um projeto de pesquisa-intervenção foi cartografado, através da criação de um método com retalhos, denominado pat(c)hwork. No projeto, desenvolvido pelo Núcleo de Pesquisas em Ecologias e Políticas Cognitivas (NUCOGS-UFRGS), um jogo digital móvel baseado em localização foi produzido para ser jogado no Parque Jardim Botânico de Porto Alegre, em um contexto não formal de aprendizagem. O jogo foi testado por estudantes do 4º e 5º ano do ensino fundamental de uma escola pública conveniada com o parque e com o grupo de pesquisa, através de oficinas. O foco cartográfico enfatizou o linguajar como agir humano na linguagem, com especial atenção à hipótese de que o mesmo caracteriza-se também pela metaforicidade O referencial teórico apóia-se na teoria autopoiética, por meio da concepção de linguagem como linguajar, entrelaçada ao emocionar e ao conversar, compondo redes de conversação; na teoria da enação, mediante a noção de cognição incorporada; na linguística cognitiva, especialmente na teoria da metáfora conceitual, como processo de fabricação e organização que pressupõe a corporeidade; e na cognição inventiva, pela costura dos conceitos de políticas, ecologias e tecnologias cognitivas. Ao cartografarmos retalhos linguageiros de conexões entre os domínios físico e digital, necessários à jogabilidade de um jogo móvel de localização, esperamos contribuir para uma compreensão do fenômeno metafórico como modulador da linguagem e da cognição como ações corporificadas, emergentes e acentradas, processos e produtos de recorrências e recursões operadas no entrelaçamento linguajar-conhecer ao longo do viver. / The metaphorical phenomenon, dear to the sciences of language, has also recently entered the cognitive studies, since it has been argued that metaphor does not occur only in language, but constitutes processes of thought. I argue here that metaphorization articulates singularities that operate in the contiguity between language and cognition and, within it, in the invention of oneself and of the world. For this, a research-intervention project was mapped through the creation of a patchwork method, called pat(c)hwork. In the project, developed by the research group Núcleo de Ecologias e Políticas Cognitivas (NUCOGS-UFRGS), a location-based mobile game was produced to be played at the Botanical Garden of Porto Alegre, in a non-formal learning context. The game was tested by students from the 4th and 5th grades of an elementary public school that entered a partnership with the park and the research group, through workshops. The cartographic focus emphasized languaging as human action in language, with special attention to the hypothesis that it is also characterized by metaphoricity The theoretical research framework is based on autopoietic theory, through the conception of language as languaging, intertwined with emotion and conversation, composing conversation networks; on enactivism, through the notion of incorporated cognition; on cognitive linguistics, especially on the theory of conceptual metaphor, as a process of fabrication and organization that presupposes corporeality; and on inventive cognition, by sewing the concepts of cognitive policies, ecologies and technologies. By mapping patches of connections between the physical and the digital domains, necessary for the gameplay of a location-based mobile game, we hope to contribute to an understanding of the metaphorical phenomenon as a modulator of embodied, emerging and decentralized language and cognition as modes of actions, processes and products of recurrences and recursions operated in the intertwining of languaging and knowing along living.

A aposta desta pesquisa é problematizar o ensino de História sob a perspectiva da invenção. Para tanto, utiliza-se o método da cartografia (PASSOS; KASTRUP; ESCÓSSIA, 2009) e a pesquisa intervenção (AGUIAR; ROCHA, 2007; LOURAU, 1993; PAULON, 2005). A ideia é colocar em análise práticas que envolvem o ensino de História, utilizando-se mapas e linhas forjadas por meio de oito cenas criadas no exercício docente de um professor.Conta-se também com importantes intercessores na composição deste trabalho, Foucault (2010), Rancière (2014; 2004) e DIAS (2011, 2012), entre outros, corroboram para movimentar o pensar que envolve as naturalizações pertinentes ao plano mapeado nesta dissertação. Há questões que movem estas páginas: como uma escrita imanente pode enunciar práticas que envolvem um ensino de História? Em que sentido um ato de ensino pode estar inscrito em um apriorismo utilitarista e capacitador? Quais são os cruzamentos existentes entre o ensinar História e a formação inventiva? Quais são as conversas que as cenas estabelecem entre o texto o as concepções pautadas na invenção? O mestre ignorante é um mestre inventivo? A noção do real pode emergir de uma outra noção que não seja binária ou dicotômica? Em que sentido a complexidade de um plano, em suas forças e atravessamentos incontáveis, podem auxiliar na análise de práticas concernentes à abordagem histórica em sala de aula? A preocupação aqui não é responder objetivamente estas perguntas; trata-se de forçar o pensamento a pensar. Mas pensar o quê? Talvez um outro possível, uma vereda talvez não muito usual para as conjecturas que envolvem o ensino de História. Contudo, vale salientar que não se encontra aqui um manual referencial para ajudar professores, longe disto, mas sim a narrativa de experiências forjadas entre a escola e esta pesquisa. Algo que pode vir a explicitar um novo campo visual e experiencial do ensinar História. / The focus of this research is to discuss the teaching of history from the perspective of the invention. Therefore, we use the mapping method (PASSOS; KASTRUP; ESCÓSSIA, 2009) and intervention research (AGUIAR; ROCHA, 2007; LOURAU, 1993; PAULON, 2005). The idea is to put in analysis methods involving the teaching of history, using maps and forged lines through eight scenes created in the exercise of the teaching profession. To rely upon important intercessors in the composition of this work, Foucault (2010) , Rancière (2014; 2004) and Dias (2011, 2012), among others, to corroborate in moving thinking which involve pertinenet naturalizations regarding the mapped plan of this dissertation. There are issues that move these pages: how can an immanent writing may contain practices involving a teaching history? In what sense can an educational act be enrolled in a utilitarian and enabling a priori? What are the existing intersections between teaching History and inventive training? What are the conversations that the scenes set between the text and the conceptions guided by invention? The ignorant schoolmaster is an inventive master? The actual concept can emerge from another notion that is not binary or dichotomous? In that sense the complexity of a plan, in its countless forces and crossings, can assist in the analysis of practices concerning the historical approach in the classroom? The concern here is not to answer these questions objectively; it is related to forcing thought to think. But think what? Maybe a possible other, a path perhaps not very usual for the conjecture surrounding the teaching of history. However, it noted that there is here is a reference manual to help teachers, far from it, but the narrative of experiences forged between the school and this research. Something that is likely to explain a new visual and experiential field of teaching history

The reach of the patent system has substantially broadened in recent decades. Subject matter extensions were not introduced by parliaments, but by individual judges considering specific cases, often between private parties. The focus in this thesis is whether these changes create a net economic benefit to society. Because of the lack of data on patents, it is not possible to address this question directly. The thesis therefore focuses on a critical aspect of patents: their inventiveness.¶ The main contribution of this thesis is a detailed empirical assessment of the inventiveness of patents. This assessment breaks new ground by using the actual claims in the patent specification as the basis for a qualitative assessment against the yardstick of whether there is any new contribution to knowledge. This yardstick is used because a key social benefit from private invention is the spillovers from new knowledge. In addition a low inventive threshold encourages monopoly grants for inventions that would have occurred absent patents, and thus increases social costs without any offsetting benefits.¶ A small universe of 72 recently granted Australian business method patents is assessed on this basis. Of these, one possibly contributes new knowledge, and three others possibly contribute new ideas, but without any associated new knowledge. It is hard to find any contribution in the rest of the dataset. The data suggest that the large majority of currently granted patents produce no benefit to society, and do not meet the normal definition of the concept of “invention”.¶ The detailed analysis shows the underlying problems to include identifying previous knowledge, an issue already suggested by the literature, but more extensively documented here. The legal judgement rules developed through case law are shown to be very poor yardsticks for implementation of an important economic policy. The narrow legal doctrines result in, for example, the computerisation of well-known methods being judged both novel and inventive. They also allow obvious combinations of old ideas, and trivial variations on old ideas to be granted patent monopolies. Despite the analogous use doctrine, patents are granted for the application of known methods to new areas for which they are well suited.¶ A number of proposals are put forward for reform of patent policy. The underlying theme is that there should be a good chance, and clear evidence, that the patent system enhances national economic well-being. Specific proposals include writing the objective of patent policy into the statute so that judges have clear guidance in their decision-making, limiting the grant of patents to science and technology based inventions, requiring the patent applicant to demonstrate novelty and inventiveness beyond reasonable doubt, setting the inventiveness standard in the context of a balance between benefits and costs, and introducing a defence of independent invention.¶ As the Agreement on Trade Related Aspects of Intellectual Property Rights (TRIPS) mandates no discrimination under patent law between fields of technology, the results of this investigation may be generalisable to other technology fields. They may also be generalisable to the inventiveness standards in other jurisdictions: of the 72 Australian patents, 32 have already received at least one overseas grant (18 if New Zealand is excluded).

Esta dissertação é uma viagem até o projeto social Vila Restinga Olímpica, na zona sul da capital gaúcha, onde por três anos e meio trabalhei como coordenador da área de Arte e desenvolvi atividades que foram transformadoras de minha relação com o ensino de teatro. Parto de experiências anteriores como professor de teatro no grupo Teatro Geração Bugiganga (TGB) e em escolas do município de Esteio na região metropolitana de Porto Alegre, em que aspectos do Teatro do Oprimido (TO) de Augusto Boal e da Pedagogia do Oprimido (PO) de Paulo Freire estiveram presentes. Busco relacionar o pensamento destes autores com os conceitos de ação artística e aprendizagem inventiva, trazidos por Teixeira Coelho e Virgínia Kastrup, respectivamente, e entender como os participantes deste projeto social realizaram suas aprendizagens teatrais. Ao ativar minhas memórias como professor de teatro, aliadas a entrevistas com participantes das oficinas de teatro do projeto social e a arquivos recolhidos junto ao mesmo projeto, mostro como as ações artísticas são importantes no ensino de teatro e como a perspectiva de aprendizagem inventiva faz toda diferença quando se trabalha com arte na educação. Esta é a jornada que vai do TOPO aos horizontes que se tornaram possíveis com este estudo. / This work is a trip to Vila Restinga Olímpica Social Project, in the south area of Porto Alegre, where I've worked for three years as an Arts coordinator and developed activities that have permanently altered my relationship with theatre arts education. From the previous experiences as a theatre teacher in Teatro Geração Bugiganga group (TGB) and at public schools in the city of Esteio, in the metropolitan area of Porto Alegre, aspects of methodological proposals of Theater of the Oppressed (TO) by Augusto Boal and Pedagogy of the Oppressed (P) by Paulo Freire were present. I aim to link the thought of these authors to the artistic action concepts and inventive learning publicized by Teixeira Coelho and Virgínia Kastrup, respectively, and understand how the participants of this social project carried their theater learning out. The activation of my memories as a theatre teacher, combined with interviews with the participants of the project theatre workshops and with reports that were collected during the project, I show how important the artistic actions in the theatre teaching are and how the perspective of an inventive learning is relevant when we work with arts in education. This is a journey that goes from the TOP to the horizon which became possible through this study.

O fenômeno metafórico, caro às ciências da linguagem, tem recentemente adentrado também os estudos cognitivos, visto que se tem advogado que a metáfora não ocorre apenas na linguagem, mas constitui processos do pensamento. Argumento aqui que a metaforização articula singularidades que operam na contiguidade entre linguagem e cognição e, nela, na invenção de si e do mundo. Para tanto, um projeto de pesquisa-intervenção foi cartografado, através da criação de um método com retalhos, denominado pat(c)hwork. No projeto, desenvolvido pelo Núcleo de Pesquisas em Ecologias e Políticas Cognitivas (NUCOGS-UFRGS), um jogo digital móvel baseado em localização foi produzido para ser jogado no Parque Jardim Botânico de Porto Alegre, em um contexto não formal de aprendizagem. O jogo foi testado por estudantes do 4º e 5º ano do ensino fundamental de uma escola pública conveniada com o parque e com o grupo de pesquisa, através de oficinas. O foco cartográfico enfatizou o linguajar como agir humano na linguagem, com especial atenção à hipótese de que o mesmo caracteriza-se também pela metaforicidade O referencial teórico apóia-se na teoria autopoiética, por meio da concepção de linguagem como linguajar, entrelaçada ao emocionar e ao conversar, compondo redes de conversação; na teoria da enação, mediante a noção de cognição incorporada; na linguística cognitiva, especialmente na teoria da metáfora conceitual, como processo de fabricação e organização que pressupõe a corporeidade; e na cognição inventiva, pela costura dos conceitos de políticas, ecologias e tecnologias cognitivas. Ao cartografarmos retalhos linguageiros de conexões entre os domínios físico e digital, necessários à jogabilidade de um jogo móvel de localização, esperamos contribuir para uma compreensão do fenômeno metafórico como modulador da linguagem e da cognição como ações corporificadas, emergentes e acentradas, processos e produtos de recorrências e recursões operadas no entrelaçamento linguajar-conhecer ao longo do viver. / The metaphorical phenomenon, dear to the sciences of language, has also recently entered the cognitive studies, since it has been argued that metaphor does not occur only in language, but constitutes processes of thought. I argue here that metaphorization articulates singularities that operate in the contiguity between language and cognition and, within it, in the invention of oneself and of the world. For this, a research-intervention project was mapped through the creation of a patchwork method, called pat(c)hwork. In the project, developed by the research group Núcleo de Ecologias e Políticas Cognitivas (NUCOGS-UFRGS), a location-based mobile game was produced to be played at the Botanical Garden of Porto Alegre, in a non-formal learning context. The game was tested by students from the 4th and 5th grades of an elementary public school that entered a partnership with the park and the research group, through workshops. The cartographic focus emphasized languaging as human action in language, with special attention to the hypothesis that it is also characterized by metaphoricity The theoretical research framework is based on autopoietic theory, through the conception of language as languaging, intertwined with emotion and conversation, composing conversation networks; on enactivism, through the notion of incorporated cognition; on cognitive linguistics, especially on the theory of conceptual metaphor, as a process of fabrication and organization that presupposes corporeality; and on inventive cognition, by sewing the concepts of cognitive policies, ecologies and technologies. By mapping patches of connections between the physical and the digital domains, necessary for the gameplay of a location-based mobile game, we hope to contribute to an understanding of the metaphorical phenomenon as a modulator of embodied, emerging and decentralized language and cognition as modes of actions, processes and products of recurrences and recursions operated in the intertwining of languaging and knowing along living.