Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-08T12:41:17Z No. of bitstreams: 1 Iraquitan Jose Leite Ribeiro.pdf: 581865 bytes, checksum: 5e9a7451e3775a61c36a2f2b2321e34f (MD5) / Made available in DSpace on 2016-11-08T12:41:17Z (GMT). No. of bitstreams: 1 Iraquitan Jose Leite Ribeiro.pdf: 581865 bytes, checksum: 5e9a7451e3775a61c36a2f2b2321e34f (MD5) Previous issue date: 2005-05-30 / This presents a study about the social representations of college students in what concerns Environmental Education. There were two hundred and sixty-two students participating and they were attending the three last semesters (sixth, seventh, and eighth) of nine different graduation courses at FUNESO, the educational institution to which they belong to and that is located in Olinda, in the state of Pernambuco.The research, which was carried out between August 2003 and July 2004, aimed to identify and analyze the most important issues on Environmental Education according to the students’ point of view. The work was divided into two moments: the data collection that was first accomplished with the salience technique for identifying the recall frequency of the words related to the theme – environmental education. Secondly, the connection technique was used to confirm or not the frequency of recalls found out with the use of the salience technique. The data were systematized by Bardin’s (2004) method of content analysis through the decreasing frequency circle. The research revealed that the students’ social representations were too close to the conservative ecological approach, due to the presence of themes such as recycling and waste as the core of the social representation. When comparing the subjects of the nucleus with the peripherical categories, it became evident that the students pointed them out as less important issues which could privilege politically the relationship between man and nature, permitting to indicate guiding actions to environmental policies. / Este trabalho apresenta um estudo sobre as representações sociais dos alunos do ensino superior em relação ao tema educação ambiental. Participaram do estudo 262 estudantes entre 6º e 8º períodos de nove cursos de graduação da FUNESO. Teve como objetivos identificar e analisar os temas mais importantes em educação ambiental na visão dos estudantes dessa instituição de ensino, localizada na cidade de Olinda, Pernambuco, entre agosto de 2003 e julho de 2004. Desenvolvida em dois momentos, a coleta dos dados foi realizada primeiramente com a técnica da saliência para identificar a freqüência de evocação das palavras relacionadas ao tema educação ambiental. Em seguida com a técnica da conexidade para confirmação ou não da freqüência de evocações encontradas pela saliência. Os dados foram sistematizados pelo método de análise de conteúdo de Bardin (2004), através do círculo de freqüência decrescente. A pesquisa revelou que as representações sociais dos estudantes aproximavam-se muito da abordagem ecológica conservacionista pela presença de temas como reciclagem e lixo no núcleo central das representações sociais. Ao comparar os temas do núcleo central com as categorias da periferia, ficou evidenciado que os alunos apontavam como menos importantes temas que privilegiassem politicamente a relação do homem com a natureza, permitindo indicar ações direcionadas às políticas ambientais.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-23T13:00:41Z No. of bitstreams: 1 Paulo Fernando Lima de Souza.pdf: 1161641 bytes, checksum: 9ee330df7fe48bfd1dc20c6a5b98183a (MD5) / Made available in DSpace on 2016-11-23T13:00:41Z (GMT). No. of bitstreams: 1 Paulo Fernando Lima de Souza.pdf: 1161641 bytes, checksum: 9ee330df7fe48bfd1dc20c6a5b98183a (MD5) Previous issue date: 2009-02-25 / The objective of this work was to investigate if transdisciplinarity can contribute to the understanding of the wave-particle duality principle. The investigation was conducted with students from the Physics teaching course at UFRPE. The methodology used was Kelly’s Experience Cycle, in which the objective was to involve the students in a learning process through three experiments: the wave tank; the Young experiment and Crookes’ radiometer. These three experiments motivated a discussion about wave-particle duality. A transdisciplinary didactic workshop was conducted aiming to promote a discussion about third included logic, an adequate logic to be applied to wave-particle duality. The data analysis allowed the following conclusions: (i) the students from the Physics teaching course at UFRPE had a previous concept about the wave-particle duality principle, but without a logic subjacent to this principle; (ii) the three experiments and the transdisciplinary workshop conducted during Kelly’s Experience Cycle contributed for a better comprehension about the wave-particle duality principle. / O objetivo deste trabalho foi investigar, numa turma de alunos da Licenciatura em Física da UFRPE, se o Pensamento Transdisciplinar pode contribuir para a compreensão do Princípio da Dualidade da Luz. A metodologia empregada foi o Ciclo da Experiência de Kelly, que teve a perspectiva de engajar os alunos em um processo de aprendizagem, com o auxílio de três experimentos didáticos: a cuba de onda, a dupla fenda de Young e o radiômetro de Crookes. A partir desses experimentos foi possível motivar uma discussão sobre as propriedades ondulatórias e corpusculares da luz. Uma oficina sobre a Transdisciplinaridade foi também realizada com o intuito de discutir a lógica do terceiro incluído, uma lógica que se adequa ao fato da luz se comportar como onda e como partícula. As análises dos dados permitiram as seguintes conclusões: (i) as concepções prévias dos estudantes da Licenciatura em Física da UFRPE acerca do Princípio da Dualidade da Luz eram desprovidas de uma lógica que respaldasse tal Princípio e (ii) os três experimentos propostos e a oficina sobre a Transdisciplinaridade, realizadas durante o Ciclo da Experiência Kellyana, contribuíram para que os estudantes tivessem uma maior compreensão do Princípio da Dualidade da Luz.

Made available in DSpace on 2014-07-29T15:32:07Z (GMT). No. of bitstreams: 1 Inicias genilza.pdf: 32225 bytes, checksum: e3d28d3f3204110a9b7c062b17f135b7 (MD5) Previous issue date: 2008-08-28 / To analyze the representations of environment that s educating us of the initial series of the Municipal School Jarbas Jayme they possess, was the objective of this research. It is through the constant investigations, in the pertaining to school scope, on the diverse categories that make possible praxis of the Ambient Education and the laws that parmesan these actions that if justifies a look centered in the ambient question. For the accomplishment of the inquiry some theoretical sources of varied areas of the knowledge had been raised. The quarrel if bases on authors as, Leff (2001), Gutiérrez (2002), Sauvé (1994) and Moscovici (1978). It is to the light of the social representations that if made the understanding of the inquiry, thus disclosing, the possibilities of reflection, action and attitudes of involved s in the research, therefore these representations are equivalent to a set of principles constructed and socialized for different groups that transform the reality. The work made a boarding on the Ambient Education, the conscience of the same one argued, and still, it points the trajectory carried through for the school throughout the implementation of the Transversal Subjects. During the inquiry the necessity of the quarrel concerning the Ambient Education was presented, conceptions of Environment and the boarding to disciplinary for the understanding of not fragmented knowing, in sight of the necessity of the involvement of all the areas for a pertinent knowledge in the systematic education.Of some categories of environment represented by the educandos, the relation with the way was taken in account where they live and the dynamics of the activities carried through for the School Field that is guided by the collective construction of the Proposal Pedagogical. The activities developed in the school, Mental Maps and Half-Structuralize Interviews, register the results and had pointed ways that can contribute with the Ambient Education in the pertaining to school scope. Therefore, the relevance of this research is to make a reflection on the representations of environment and to contribute with the reconstruction of concepts for the e derivation of attitudes and actions that make possible the praxis of the critical and transforming ambient education / Analisar as representações de Meio Ambiente que o(a)s educando(a)s das séries iniciais da Escola Municipal Jarbas Jayme possuem, foi o objetivo dessa pesquisa. É através das constantes indagações, no âmbito escolar, sobre as diversas categorias que possibilitam uma práxis da Educação Ambiental e as leis que permeiam essas ações que se justifica um olhar centrado na questão ambiental. Para a realização da investigação foram levantadas várias fontes teóricas de variadas áreas do conhecimento. A discussão se fundamenta em autores como, Leff (2001), Gutiérrez (2002), Sauvé (1994) e Moscovici (1978). É à luz das representações sociais que se fez a compreensão da investigação, revelando assim, as possibilidades de reflexão, ações e atitudes do(a)s envolvido(a)s na pesquisa, pois essas representações equivalem a um conjunto de princípios construídos e socializados por diferentes grupos que transformam a realidade. O trabalho faz uma abordagem sobre a Educação Ambiental, discute a consciência da mesma, e ainda, aponta a trajetória realizada pela escola ao longo da implementação dos Temas Transversais. Durante a investigação foi apresentada a necessidade da discussão acerca da Educação Ambiental, concepções de Meio Ambiente e a abordagem transdisciplinar para a compreensão do saber não fragmentado, em vista da necessidade do envolvimento de todas as áreas para um conhecimento pertinente na educação sistemática. Das várias categorias de meio ambiente representadas pelo(a)s educando(a)s, levou-se em conta a relação com o meio em que vivem, destacado pela Escola Campo que é norteada pela construção coletiva da Proposta Pedagógica. Por meio de atividades desenvolvidas na escola, Mapas Mentais e Entrevistas semi-estruturadas, o resultado apontou caminhos que podem contribuir com a Educação Ambiental no âmbito escolar. Portanto, a relevância dessa pesquisa é fazer uma reflexão acerca das representações de meio ambiente e contribuir com a reconstrução de conceitos para a efetivação de atitudes e ações que possibilitem a práxis da educação ambiental crítica e transformadora

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-01-18T14:17:36Z No. of bitstreams: 2 Dissertação - Wanderson Moura Costa - 2017.pdf: 2338004 bytes, checksum: e0d180e0f539a054565a5d9eae4ba7dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-01-18T14:18:14Z (GMT) No. of bitstreams: 2 Dissertação - Wanderson Moura Costa - 2017.pdf: 2338004 bytes, checksum: e0d180e0f539a054565a5d9eae4ba7dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-01-18T14:18:14Z (GMT). No. of bitstreams: 2 Dissertação - Wanderson Moura Costa - 2017.pdf: 2338004 bytes, checksum: e0d180e0f539a054565a5d9eae4ba7dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study of singing, for a long time, has been compartmentalized in several areas of knowledge. Since voice is a complex phenomenon, an approach that prioritizes the phenomena complexity becomes necessary. This work, through a bibliographical review, discusses the inherent complexity of singing, from the point of view of transdisciplinarity, proposed by Barasab Nicolescu, and Edgar Morin's Theory of Complexity. The aim of this study was to study the singing voice in a complex and transdisciplinary way. Based on the methodological assumptions of transdisciplinarity - level of reality, principle of the third included term and theory of complexity - we attempted to establish correlations between transcomplex theory and its effective contribution to the pedagogical practices of singing teachers. Despite the complexity of the singing voice, it was evident that the mere awareness of singing as a complex phenomenon is not sufficient for a resignification of teaching practices. Such a resignification will only occur if the teacher proposes to adopt a new posture in his teaching practice, a position that is followed by a transdisciplinary attitude. / O estudo do canto, por muito tempo, esteve compartimentado em diversas áreas do conhecimento. Uma vez que a voz é um fenômeno complexo, uma abordagem que priorize a complexidade dos fenômenos se faz necessária. Este trabalho, mediante uma revisão bibliográfica, discute a complexidade inerente ao canto, sob a ótica da transdisciplinaridade, proposta por Barasab Nicolescu, e da Teoria da Complexidade, de Edgar Morin. Objetivou-se realizar um estudo sobre a voz cantada de maneira complexa e transdisciplinar. Baseado nos pressupostos metodológicos da transdisciplinaridade - nível de realidade, princípio do terceiro termo incluso e teoria da complexidade - buscou-se estabelecer correlações entre a teoria transcomplexa e sua efetiva contribuição às práticas pedagógicas dos professores de canto. Apesar da constatação da complexidade inerente à voz cantada, evidenciou-se o fato de que a mera conscientização do canto como um fenômeno complexo não é suficiente para que uma ressignificação das práticas docentes aconteça. Tal ressignificação somente ocorrerá caso o professor se proponha a adotar uma nova postura em sua prática docente, postura essa que perpasse por uma atitude transdisciplinar.

Este trabalho foi uma pesquisa sobre uma metodologia ativa aplicada a alunos do ensino fundamental, buscando o desenvolvimento das seguintes habilidades: autonomia, iniciativa, interação, comunicação, argumentação, raciocínio lógico, participação, reflexão e criatividade, utilizando como recurso a abordagem transdisciplinar, relacionando o conteúdo matemático do Teorema de Pitágoras, \"Triângulo Retângulo\", aos conteúdos de Arte e História. O trabalho foi realizado em uma escola pública municipal de Ensino Fundamental, envolvendo 52 alunos dos 7º anos e 41 alunos dos 8º anos do Ensino Fundamental de 09 anos. Participaram desse projeto, além dos alunos, os professores de Matemática, Arte e História, titulares e eventuais, assim como os pais desses alunos. A metodologia aplicada nessa pesquisa é conhecida como PBL (Problem Based Learning) sigla inglesa para Aprendizagem Baseada em Problemas (ABP no Brasil), que tem como princípio didático o trabalho em grupo, focado em desafiar os alunos a buscar estratégias para a solução de uma situação-problema, onde o educador torna-se o agente facilitador da aprendizagem. A proposta do trabalho encontra-se fundamentada na literatura produzida por diversas experiências de pesquisadores que investigaram as raízes da metodologia ABP (sigla escolhida para esse trabalho) e suas implicações no processo de ensino-aprendizagem de alunos no Ensino Superior em diferentes Instituições brasileiras, e em outros países. O processo avaliativo desse trabalho foi elaborado utilizando-se como instrumentos metodológicos, questionários, a técnica de observação participante e uma atividade avaliativa escrita visando a verificação do desenvolvimento das habilidades acima mencionadas, e a aplicabilidade do método ABP nas séries finais do Ensino Fundamental. Concluiu-se que a aplicabilidade da ABP e a transdisciplinaridade são ações possíveis de serem realizadas, pois requerem poucos recursos humanos e materiais, e ainda provocam o interesse do aluno pelas atividades, por serem realizadas em grupos, as quais permitem o compartilhamento de ideias e experiências. / This work was a research on an active methodology applied to elementary students, seeking the development of the following abilities: autonomy, initiative, interaction, communication, argumentation, logical reasoning, participation, reflection and creativity, using as a resource the transdisciplinary approach, relating the mathematical content of the Pythagorean Theorem, \"Rectangle Triangle\", to the contents of Art and History. The work was carried out in a municipal public elementary school, involving 52 students from the 7th year and 41 students from the 8th year of the Elementary School of 09 years. In addition to the students, the teachers participated in this project, as well as the teachers of Mathematics, Art and History, as well as their parents and their parents. The methodology applied in this research is known as Problem Based Learning (PBL) for Problem Based Learning (ABP in Brazil), which has as a didactic principle the group work, focused on challenging students to seek strategies for solving a problem problem-situation, where the educator becomes the facilitator of learning. The proposal of the work is based on the literature produced by several experiences of researchers that investigated the roots of the ABP methodology and its implications in the teachinglearning process of students in Higher Education in different Brazilian institutions. In other countries. The evaluation process of this work was elaborated using as methodological instruments, questionnaires, the participant observation technique and a written evaluation activity aiming at verifying the development of the abovementioned abilities, and the applicability of the ABP method in the final grades of Elementary School. It was concluded that the applicability of PBL and transdisciplinarity are possible actions to be carried out, since they require few human and material resources, and still provoke the student\'s interest in the activities, because they are carried out in groups, which allow the sharing of ideas and experiences.

Gilles Deleuze et Félix Guattari ne sont pas connus pour avoir manifesté un réel intérêt pour le théâtre. En adoptant une première approche historique et biographique, ce jugement s’avère être une injustice profonde envers ces deux esprits, car l’un ne cesse d’évoquer le théâtre afin d’en faire une critique constructive et l’autre se révèle être l’auteur d’une production théâtrale inédite à ce jour, dont nous dévoilons les enjeux dramaturgiques. Dans une seconde partie, il s’agit de cartographier une pensée du théâtre hétérogène, défendue par les deux philosophes : le théâtre est utilisé dans la création de nouveaux concepts et d’une nouvelle énonciation philosophique. Le « théâtre de la pensée », la « dramatisation », le « théâtre de signes », le « schizo-théâtre », le « théâtre mineur », le « théâtre pris dans des devenirs-autres » constituent les signes avant-coureurs d’un « théâtre de l’à venir » qui constitue le fil rouge de notre recherche. Comme une réponse à la crise du drame, Gilles Deleuze oriente le théâtre vers d’autres lignes de fuite qui portent le théâtre vers les limites de l’abstraction pure, pendant que Félix Guattari conçoit un théâtre postdramatique. Cette thèse inclut des index répertoriant le vocabulaire théâtral et les personnalités de théâtre à partir de l’œuvre complète des deux philosophes, ainsi que des interviews de quelques uns de leurs proches amis artistes. / Gilles Deleuze and Félix Guattari are not famous for having a deep, enduring interest in theatre. This thesis first develops historical and biographical elements to reveal that the notion of their indifference to theatre is cruelly inexact: the former repeatedly mentions drama and constructively criticises it, while the latter turns out to be the author of dramas which are yet unpublished, and whose theatrical characteristics are revealed here. In a more conceptual part, I then offer the mapping of a heterogeneous web of notions that both philosophers abide by: theatre is used in the creation of new concepts; it is at the service of a new wording of philosophy. The Theatre of Thought, the Method of Dramatisation, the Theatre of Cruelty, the Schizo Theatre, the Minor Theatre and the Theatre through the process of Becoming-Other are the signposts of A Coming Theatre that our research sets out to explore. Gilles Deleuze’s philosophy offers a reaction to the crisis of theatre. While Deleuze takes theatre on new lines of flight and pushes it on the verge of pure abstraction, Félix Guattari forges a Postdramatic Theatre. My thesis includes indexes of all the theatrical vocabulary and characters to be found in the works of both philosophers, as well as interviews by some of their close artist friends.

No description available.

Depuis la dernière décennie, le biomimétisme est une discipline en plein essor dans le monde du design durable. De plus en plus, cette stratégie prend place dans plusieurs facettes du design, que ce soit dans le design industriel, dans l’architecture ou encore dans le design urbain. Le livre de Janine Benyus intitulé Biomimétisme: Quand la Nature Inspire des Innovations Durables (1997) est largement reconnu comme étant le catalyseur de la stratégie et comme l’indique le titre du livre, le biomimétisme est très souvent associé à l’innovation. Le but principal de cette recherche est de mieux comprendre le lien entre le biomimétisme et l’innovation. Cette recherche sur le biomimétisme comprend un objectif mineur et deux objectifs majeurs. Le premier objectif cherche à comprendre le véritable lien entre le biomimétisme et l’écodesign. Le second objectif vise non seulement à valider la théorie selon laquelle le biomimétisme est une stratégie menant à des solutions de design innovantes, mais également à établir quels types d’innovations ont été générés par cette stratégie. Finalement, le troisième objectif est d’identifier les aspects du biomimétisme qui mènent à des solutions de design innovantes. Pour accomplir ces objectifs, cette recherche utilisera une approche qualitative supportée par des études de cas et une revue de littérature. Afin de contextualiser les deux derniers objectifs, cette étude établit que le biomimétisme et l’écodesign sont des stratégies complémentaires plutôt qu’en compétition. Les conclusions de cette recherche démontrent que la théorie proposant que le biomimétisme soit une stratégie d’innovation est valide et que la discipline est surtout apte à générer l’innovation radicale. Finalement, la recherche indique que l’analogie de distance et la transdisciplinarité sont les deux aspects du biomimétisme aidant à produire des solutions de design innovantes. Le biomimétisme est mieux connu dans le contexte du design durable et cette recherche permet de mieux comprendre le biomimétisme dans le contexte de l’innovation. Considérant que le biomimétisme est une discipline qui suscite beaucoup d’intérêt des milieux académiques et privés, cette recherche participe à l’expansion de la connaissance sur le sujet et propose de nouvelles pistes de recherche sur le biomimétisme et l’innovation. / Biomimicry is a growing design discipline that has gained much recognition throughout the last decade in sustainable design. The bioinspired design approach is finding its way across design disciplines from product design to architecture and urban design. The book, Biomimicry: Innovation Inspired by Nature, by Janine Benyus is credited to launch the design movement and as indicated in the title, biomimicry is often presented as a strategy for design innovation. The goal of this thesis is to gain a better understanding of biomimicry in the context of innovation. This study has two principal objectives and a minor objective. The first objective aims at understanding the correlation between biomimicry and ecodesign. The second objective is to validate the notion that biomimicry is a strategy supporting design innovation by establishing what kinds of innovation has been spawned by this approach. And finally the third objective is to identify the aspects of biomimicry that lead to innovative design solutions. To fulfill these objectives, this research will employ a qualitative approach and supported literature review and case studies. To contextualize the last two objectives, the study clarifies that the qualitative approach of biomimicry and the quantitative approach of ecodesign are actually complimentary and thus together form a more comprehensive approach to sustainable design. The findings of this study also validate that biomimicry supports innovation, specifically radical innovation. To finalize, the study demonstrates that the two aspects of biomimicry responsible for innovation are the use of distant analogy and transdisciplinarity. Biomimicry is typically observed in the context of sustainability and this thesis aims to observe and understand biomimicry in the context of innovation. Given the growing interest in biomimicry by academia and the private sector, this research also will propose new paths of research in biomimicry and innovation and thus hopefully provoke new insights on the subject.

Cette thèse propose un éclairage sur la réalité de la Fonction analytique, sa physiologie, et les pathologies comportementales qui résultent de son dysfonctionnement. Nous y visitons les travaux de Freud, Jung et Lacan. Par une approche de comparatisme de leurs « écritures respectives », nous découvrons les fondements de la Fonction analytique. Tous trois tiennent leur savoir d’une approche transdisciplinaire (mythologie, alchimie, Taoïsme, linguistique, mathématiques, etc.) Freud précise le rôle indispensable de la pulsion en décrivant ses quatre caractéristiques. Avec son travail sur le «Bloc-notes magique », il énonce les modalités de la gravure psychique. La physiologie analytique comprend deux stades distincts : le premier ou « tronc commun » correspond à la gravure de la trace mnésique (Freud). Ce stade se déroule selon le mode binaire : ça pour Freud, persona pour Jung, imaginaire pour Lacan. Le second, se développe à partir du tronc commun, selon la modalité ternaire : la structure arborescente. C’est le stade du moi de Freud, du moi de Jung, du réel de Lacan. Cette phase, comme celle du brassage inter-chromosomique de la méiose biologique, produit une infinité de combinaisons. Modes binaire et ternaire représentent les phases principales de la Fonction analytique. Mais le mode binaire ne doit pas faire barrage au mode ternaire, en enfermant la psyché dans l’imaginaire (Lacan). La psyché doit se dépasser et faire oeuvre d’artiste. Nous montrons que le déséquilibre de l’archétype anima/animus (Jung) est cause de ces pathologies. Nous y voyons également que « la pensée judéo-chrétienne » joue un rôle de censeur, et fait obstacle à la modélisation ternaire. / The following thesis proposes to shed some light on the reality of Analytical Function, its physiology and the behavioural pathologies that derive from its dysfunction. We revisit the works of Freud, Jung and Lacan. Through a comparativistic approach of their “respective writings”, we discover the very fundamentals of Analytical Function. And all three had gathered their knowledge using a transdisciplinary approach (mythology, alchemy, Taoism, linguistics, mathematics etc…) Freud points out the main role of the drive by describing its four characteristics. In his “Magic Note Pad” he states the modalities of the psychic imprint. Analytical physiology comprises two distinct stages: the first one - “the common trunk”- refers to the imprint or engraving of the mnemonic marking. This stage unfolds according to a binary mode: the “It” for Freud, the “persona” for Jung and the “Imaginary” for Lacan. The second stage stems out of the common trunk on a ternary mode: the arborescent structure. This is the stage of the “I” for Freud, the “Self” for Jung and “the Real” for Lacan. This stage-just like the inter-chromosomal brew of the biological meiosis- produces an infinity of combinations. Binary and ternary modes represent the main phases of Analytical Function. Nevertheless the binary mode must not block out the ternary mode by locking the psyche into Lacan’s “Imaginary”. The psyche must go beyond itself and become its own artist. We show that the disequilibrium of Jung’s anima/animus archetype provokes these pathologies. We also notice that the “Judeo-Christian” way of thinking plays a censorship role and becomes an obstacle for the implementation of the ternary mode.

Esse estudo investigou a estrutura curricular de educação infantil e ensino fundamental I de uma escola cuja organização curricular se baseia no PYP (Primary Years Programme), modelo de currículo integrado organizado por temas transdisciplinares elaborado, implantado e supervisionado pelo IB - International Baccalaureate. A forma de organização das ações educativas propostas pelo PYP se contrapõe aos princípios do modelo linear disciplinar, estruturado tradicionalmente a partir da justaposição de disciplinas, geralmente isoladas umas das outras. Essa investigação partiu do pressuposto de que as limitações da organização linear disciplinar não atendem às necessidades de uma escola imersa numa sociedade onde cada vez mais os aspectos econômicos, culturais, políticos, ambientais, científicos, etc. se mostram interdependentes. A revisão de literatura fundamentou este trabalho a partir do desenvolvimento dos paradigmas da ciência e da indústria, da discussão sobre os conceitos de disciplina, currículo integrado, transdisciplinaridade e de propostas de ensino baseadas em modelos de currículo integrado e métodos globalizados. A investigação foi realizada a partir de dois estudos, a saber: (I) descrição e análise das características e pressupostos do programa PYP e, (II) a articulação da educação física ao currículo transdisciplinar. A escolha metodológica pelo estudo de caso etnográfico reuniu no estudo I professores de classe e professores especialistas de diversas áreas e, no estudo II professores de educação física. A investigação pautou-se na descrição densa e análise de documentos, das entrevistas semi-estruturadas reflexivas e da observação participante durante reuniões com professores. Os principais aspectos observados revelaram algumas dificuldades, tais como: compreensão dos conceitos essenciais, elaboração de conexões entre o conteúdo disiciplinar e unidades de investigação, articulação do que foi previamente planejado com questões que emergem do cotidiano. Também foram identificados avanços, como por exemplo: o pensamento linear disciplinar dos professores de educação física deu lugar a uma visão mais ampla e integrada de educação, o modelo diretivo de ensino modificou-se na direção de um modelo mais construtivo e reflexivo, a organização curricular transdisciplinar permite que conhecimentos disciplinares sejam contemplados nas unidades de investigação sem a forma estereotipada de uma disciplina / This study has investigated the Early Years and Primary curriculum structure of a private school, which has its curricular approach based on the PYP (Primary Years Programme), an integrated curriculum model organized by transdisciplinary themes, elaborated, implanted and supervised by the International Baccalaureate (IB). The organization form of the educational actions proposed by the PYP opposes the principles of the disciplinary linear model, traditionally structured as of the juxtaposed disciplines, generally isolated from one another. This investigation has taken for granted that the limitations of the disciplinary linear organization do not meet the needs of a school immersed in a society where economic, cultural, political, environmental and scientific aspects are more than ever interdependent. The literature review has addressed the science and industry paradigms development, the concepts of discipline, integrated curriculum, transdisciplinarity and a few teaching proposals based on integrated curriculum models and globalized methods. Two studies were conducted to investigate: (I) the PYP programme characteristics and premises, and (II) the articulation of physical education with the transdisciplinary curriculum. The methodological option for the ethnographical case study has joined in study I, class teachers and specialists of several areas and, in study II physical education teachers. The investigation was conducted through a dense description and analysis of documents, reflective semi-structured interviews and participant observation during meetings with teachers. The main observed aspects revealed some teachers difficulties in comprehending essential concepts, making connections between disciplinary contents and the units of inquiry, finding a balance between addressing what has been previously planned and contents that arise from daily activities. Advancements have also been identified, for example: physical education teachers disciplinary linear thought has given room to an ampler and integrated educational stand point, the directive teaching style has moved towards a more constructive and reflective approach, the transdisciplinary curricular organization enables disciplinary knowledge to be integrated to the units of inquiry without the stereotyped form of a discipline