<p>U tezi je istražena potreba za integrisanim znanjem u održivom razvoju fizičke strukture grada u 21. vijeku. Zatim je na teorijskom nivou predložen novi model-univerzalna transdisciplinarna istraživačka paradigma, koja treba da doprinese uspješnom rešavanju kompleksnih problema u procesu održivog razvoja fizičke strukture grada.Eksperimentalne studije slučaja sprovedene na Arhitektonskom fakultetu u Podgorici, potvrđuju mogućnost praktične primjene novog modela, a empirijsko istraživanje je poslužilo kao potvrda o potrebi za transdisciplinarnom metodologijom. Komparativna analiza vrijednosti projekata dobijenih kroz različite metodološke pristupe, potvrdila je validnost predloženog metodološkog modela.</p> / <p>The thesis explores the need for integrated knowledge in the sustainable<br />development of the physical structure of the city in the 21st century.Then, on the<br />theoretical level, the new model was proposed -universal transdisciplinary research<br />paradigm, which should contribute to the successful resolution of complex problems<br />in the process of the sustainable development of the physical structure of the<br />city.The experimental case studies conducted at the Faculty of Architecture in<br />Podgorica, confirm the possibility of practical application of the new model, and the<br />empirical research has served as a confirmation of the need for transdisciplinary<br />methodology. Comparative analysis of the value of projects obtained through<br />different methodological approaches, confirmed the validity of the proposed<br />methodological model.</p>

Speaking through the voice of another is a practice-based PhD that employs art practice to interrogate translation (as a textual and verbal practice). It uses linguistic translation as both the subject and the method to make multimedia artworks (text, sound, performance and events) that examine and analyse the translation process itself. The research has been conducted from my own subjective position, as an artist and monolingual speaker (a translation user rather than translation professional), investigating translation as a dialogic, subjective, embodied and performative phenomena. It adopts a self-reflexive methodology that places equal value in theoretical and experiential knowledge and proposes that an artist-led inquiry challenges assumptions, translation protocols, conventions and normative behaviour. The artists and artworks discussed in the thesis examine the translators /translation s agency and its linguistic performativity; exploiting it s creative potential as an artistic process/medium and amplifying its pivotal role within the expanding global art world. This transdisciplinary approach has resulted in the creation of translation zones - works and events devised to engage monolingual and multilingual individuals, professional translators, practitioners and public(s) in the process of translation - that offer an alternative perspective on translation (to research carried out within Translation Studies). Consequently, generating new knowledge that contributes to our understanding of translation and art and beyond both disciplines, creating a new transdisciplinary genre of art-and-translation. The artworks are an integral part of the thesis submission; samples and documentation of these are accessible within the full interactive PDF ersion. The layout of the thesis has been specifically designed to ease communication of the research, it uses various visual cues to distinguish between different types of information and to demonstrate my research praxis; the continual movement between theory and practice.

Numa abordagem inter/transdisciplinar, pretende-se pesquisar como é possível articular-se a Análise Crítica do Discurso (ACD) ao estudo das estruturas sócio-econômico-políticas de um determinado momento histórico, no caso, o brasileiro, da segunda metade do século XX. A carta-testamento deixada pelo político gaúcho Getúlio Dornelles Vargas, então presidente da República, por ocasião de seu suicídio, no Palácio do Catete, Rio de Janeiro, em 24 de agosto de 1954, constitui-se em objeto privilegiado para uma análise inter/transdisciplinar, tendo como eixo epistemológico a Linguística Crítica. Buscou-se na presente análise, embasamento teórico nas contribuições de estudiosos como Norman Fairclough, Teun A. van Djik, Michael A.K. Halliday, entre outros. As ideias de Edgar Morin, teórico do pensamento complexo enriqueceram a parte do trabalho relativa à abordagem inter/transdisciplinar. As reflexões de Hilton Japiassu sobre o papel da abordagem inter/transdisciplinar nas pesquisas científicas foram também incorporadas. Recorreu-se, além disso, ao estudo do ethos discursivo, outro elemento norteador do trabalho. Com base nos referidos fundamentos, objetivou-se fazer uma análise linguística, social e política da carta-testamento, firmada pelo enunciador (Getúlio Vargas), cuja construção revela vontade de dominação e instrumentalização política do enunciatário (o povo brasileiro).As categorias abordadas foram a histórica, a emocional, a mística, a linguística, e a do ethos discursivo de Vargas. Teve-se em mira configurar, assim, a factibilidade do diálogo da linguística com teorias sociais, de forma inter/transdisciplinar e contextualizadora. Nesse sentido, pode-se também dizer que limitar a ACD à análise da linguagem (fugindo, aliás, a seus pressupostos) é prejudicial a uma visão de conjunto em que os sistemas de signos socialmente constituídos encontram-se integrados. Conclui-se pelo diálogo possível e necessário entre a ACD e uma abordagem inter/transdisciplinar profunda do discurso, que leve em consideração o contexto da produção, o discurso como prática social, e como as relações de poder, dominação e controle podem estabelecer-se e manter-se através de formas diferentes de linguagem. / In an inter/transdisciplinary approach, the researcher intends to articulate the ACD with the study of socio-economic-political structures of a certain historical moment, in this case, the Brazilian, on the second half of the 20th Century. The Letter-testament left by the gaucho politician Getúlio Dornelles Vargas, then president of the Republic, by the time of his suicide, at the Palace of Catete, Rio de Janeiro, on August 24th, 1954, became the main object for an inter/transdisciplinary analyses, having as its epistemological support, the Critical Linguistic. In such analyses, theoretical bases were found in the studies of Norman Fairclough, Teun A. van Dijk, Michael A. K. Halliday, amongst others. Edgar Morin´s ideas, expert on the theory of complex thought, enriched the part of the work related to the inter/transdisciplinary approach. Hilton Japiassu´s thoughts of the role of inter/transdisciplinary approach to scientific research have been incorporated here as well. Contributions from the studies of the ethos of a discourse were taken into consideration. Based on the above principals, a linguistic, social and political analysis were done over the Letter-testament, signed by the enunciator (Getúlio Vargas), in whose text he reveals a will for domination and political manipulation of the Brazilian people. The categories studied were the historical, emotional, mystic, linguistic and discursive ethos. As the work is developed, it is possible to construct a dialogue between the linguistic and the social theories, due to the inter/transdisciplinary and contextualized approach. Going one step further, one can say that limiting ACD to the simple analyses of language (in fact, running away from its aims) is harmful to a more complete vision of the signals socially constructed and integrated. The conclusion goes for the possible dialogue amongst ACD and other social sciences in an inter/transdisciplinary approach, taking into consideration the context of the Letter-testament, the discourse as a social practice, and how the relationships of power, domination and control can be stablished and maintained through different ways of using a language.

Long-Term Socio-Ecological Research (LTSER) is an inter- and transdisciplinary research field addressing socio-ecological change over time at various spatial and temporal scales. In the Austrian Eisenwurzen region, an LTSER platform was founded in 2004. It has fostered and documented research projects aiming at advancing LTSER scientifically and at providing regional stakeholders with relevant information for sustainable regional development. Since its establishment, a broad range of research activities has been pursued in the region, integrating information from long-term ecological monitoring sites with approaches from social sciences and the humanities, and in cooperation with regional stakeholders. Based on the experiences gained in the Eisenwurzen LTSER platform, this article presents current activities in the heterogeneous field of LTSER, identifying specific (inter-)disciplinary contributions of three research strands of LTSER: long-term ecological research, socio-ecological basic research, and transdisciplinary research. Given the broad array of diverse contributions to LTSER, we argue that the platform has become a relevant "boundary organization", linking research to its regional non-academic context, and ensuring interdisciplinary exchange among the variety of disciplines. We consider the diversity of LTSER approaches an important resource for future research. Major success criteria of LTSER face specific challenges: (1) existing loose, yet stable networks need to be maintained and extended; (2) continuous generation of and access to relevant data needs to be secured and more data need to be included; and (3) consecutive research projects that have allowed for capacity building in the past may be threatened in the future if national Austrian research funders cease to provide resources.

Made available in DSpace on 2016-04-27T14:32:22Z (GMT). No. of bitstreams: 1 Julia Bernardo Dojas.pdf: 9431107 bytes, checksum: 92d6d4a5a026c28f6c579dd329ca3c72 (MD5) Previous issue date: 2008-12-03 / It is about the analysis under the Circles of Dialogue being conceived as strategies for integrator learning. The research brings the experience with Dialogue and other playful and artistic activities for the integral formation of students of Aldeia do Futuro. The Circles of Dialogue, as integrator learning strategies, were observed under the perspective of promoting connections, with oneself, with the others and the environment. The participants of the research are teenagers, between 14 and 20 years, inhabitants of the quarter of Americanópolis and region. The theory was structured by studies on the complexity and the concepts of integrator learning. In turn, agreeing with the process of learning construction surrounding harmonic and healthy, where the spontaneous expression is respected and the collective intelligence is stimulated / Trata-se da análise sob as Rodas de Diálogo serem concebidas enquanto estratégias para uma aprendizagem integradora. A pesquisa traz a experiência com Diálogo e outras atividades lúdicas e artísticas para a formação integral dos alunos da Aldeia do Futuro. As Rodas de Diálogo, enquanto estratégias de aprendizagem integradora, foram observadas sob perspectiva de promoverem conexões, consigo mesmo, com os outros e com o meio. Os participantes da pesquisa são jovens, de faixa etária entre 14 e 20 anos, moradores do bairro de Americanópolis e região. Todo o aporte teórico foi estruturado por estudos sobre a complexidade e os conceitos de aprendizagem integradora. Por sua vez, compromissados com o processo de construção ambientes de aprendizagem harmônicos e saudáveis, onde o espontâneo expressar é reverenciado e a inteligência coletiva é estimulada

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-09-16T12:15:40Z No. of bitstreams: 1 2011 - Patricia Nascimento da Silva.pdf: 1251603 bytes, checksum: 246740e9bb7d9855aa6dc79e547464fa (MD5) / Made available in DSpace on 2016-09-16T12:15:40Z (GMT). No. of bitstreams: 1 2011 - Patricia Nascimento da Silva.pdf: 1251603 bytes, checksum: 246740e9bb7d9855aa6dc79e547464fa (MD5) Previous issue date: 2011-11-21 / Based on practical experience observed on the second classes of the Integrated Agricultural Technical High School Course in IFRS ? Campus Sert?o, it was concluded that the existing teaching practices are not in fact integrated. So, the used approach was inter and transdiscip-linary studies of Habermas? communicative action. It was realized that the internet would be a potential tool of dialogue spaces. Technological concepts, technologies in education as an a interdisciplinary space and the internet as a act-communication tool were studied. Questio-naires were applied to groups of teachers and students. Considering the obtained results, it was made a campus technological map. Based on this map it was realized that computers and internet access were available 24 hours per day. The surveyed groups know and use this tools, but desconsider them as a teaching resource. The results also demonstrate the teachers and students involvement degree with the several technological tools. Based on obtained data it was suggested a methodological proposal for the Integrated Agricultural Technical High School Course. This proposal consists in a inter/transdisciplinary teaching that involves cross cutting themes, using the internet as a dialogue facilitator tool, the communicative action as a basis philosophical discussion and consensus and technological concepts / Tomando como par?metro uma experi?ncia pr?tica realizada com turmas de segunda s?rie do curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, no IFRS ? Campus Sert?o, percebeu-se que a pr?tica pedag?gica existente no referido curso n?o se efetiva de fato como integrada. Assim partiu-se para estudos sobre inter e transdisciplinaridade, o agir comunicativo de Habermas e percebeu-se que a internet seria uma ferramenta potencializadora de espa?os de di?logos. Estudou-se conceitos de tecnologia, inform?tica na educa??o como espa?o interdisciplinar, e a internet como ferramenta do agir comunicativo. A partir de question?rios distintos aplicados ao grupo de professores e alunos tra?ou-se um mapa tecnol?gico do campus, verificando que existem computadores e internet dispon?veis 24 horas por dia; verificou-se que os grupos pesquisados, alunos e professores, conhecem e fazem uso desses recursos, por?m sem utiliza??o como recurso did?tico e verificou-se o n?vel de envol-vimento de professores e alunos com as v?rias ferramentas tecnol?gicas. A partir dos dados levantados foi sugerida uma proposta metodol?gica que traz para o curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio a oportunidade de fazer um ensino inter/transdisciplinar que envolve temas transversais, uso da internet como ferramenta facilitadora de di?logo, o agir comunicativo como base filos?fica de discuss?o e consenso e conceitos de tecnologia.

abstract: This study examined discussion forum posts within a website dedicated to a medium and genre of music (chiptunes) with potential for music-centered making, a phrase I use to describe maker culture practices that revolve around music-related purposes. Three research questions guided this study: (1) What chiptune-related practices did members of chipmusic.org discuss between December 30th, 2009 and November 13th, 2017? (2) What do chipmusic.org discussion forum posts reveal about the multidisciplinary aspects of chiptunes? (3) What import might music-centered making evident within chipmusic.org discussion forum posts hold for music education? To address these research questions, I engaged in corpus-assisted discourse analysis tools and techniques to reveal and analyze patterns of discourse within 245,098 discussion forum posts within chipmusic.org. The analysis cycle consisted of (a) using corpus analysis techniques to reveal patterns of discourse across and within data consisting of 10,892,645 words, and (b) using discourse analysis techniques for a close reading of revealed patterns. Findings revealed seven interconnected themes of chiptune-related practices: (a) composition practices, (b) performance practices, (c) maker practices, (d) coding practices, (e) entrepreneurial practices, (f), visual art practices, and (g) community practices. Members of chipmusic.org primarily discussed composing and performing chiptunes on a variety of instruments, as well as through retro computer and video game hardware. Members also discussed modifying and creating hardware and software for a multitude of electronic devices. Some members engaged in entrepreneurial practices to promote, sell, buy, and trade with other members. Throughout each of the revealed themes, members engaged in visual art practices, as well as community practices such as collective learning, collaborating, constructive criticism, competitive events, and collective efficacy. Findings suggest the revealed themes incorporated practices from a multitude of academic disciplines or fields of study for music-related purposes. However, I argue that many of the music-related practices people discussed within chipmusic.org are not apparent within music education discourse, curricula, or standards. I call for an expansion of music education discourse and practices to include additional ways of being musical through practices that might borrow from multiple academic disciplines or fields of study for music-related purposes. / Dissertation/Thesis / Doctoral Dissertation Music Education 2018

This portfolio of compositions is a logbook on how trans-disciplinary collaboration, gestural embodiment of sound and social context influenced my work as a composer between 2008 and 2013. In most pieces, community based environments with experts in fields other than music were crucial to explore new sound worlds and creative processes beyond my solely scope. While music composition is traditionally a lonely act, this collaborative approach allowed me to repeatedly answer two questions that fascinate me: How can other fields of knowledge inform music? And: How can music inform other fields of knowledge? In some cases, I even used the score to foster transdisciplinary collaboration, like in "Nadir" and "Bisbiglio Qualcosa en el mio Orecchio" where collaboration between musicians and non-musicians is necessary. / Music

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-06-27T13:02:58Z No. of bitstreams: 1 RonaldSilva.pdf: 973948 bytes, checksum: 1349232a27cfd1234cfd5f6ce1c02cbe (MD5) / Made available in DSpace on 2017-06-27T13:02:58Z (GMT). No. of bitstreams: 1 RonaldSilva.pdf: 973948 bytes, checksum: 1349232a27cfd1234cfd5f6ce1c02cbe (MD5) Previous issue date: 2017-03-09 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The scope of this research aims to highlight the contributions from the Religious Education (RE) to the public schools, and its capacity to contribute to development of the peace culture, tolerance, respect and harmonious coexistence in society, in the face of the scathing conflits. In the pedagogical profile, the RE, in conformed to the National Curricular Parameters and the Brazilian educational legislation, despite of its limits and ambiguities, holds the diversity of believes and the religious pluralism. This way, considering the transdisciplinary and transreligious basis of Sciences of Religion, which is permeated by the Theology of the Religious Pluralism, this research purposes to discuss and point out the Sciences of Religion model to the RE in public school. Such a view intends to utilize the religions ethical power as a proposal for a global civilly ethical, whose challenge is constituted in a innovate field to be explore in the Brazilian scholar curriculum. As an element of training and development for the citizenship, this school subject can incentive, benefit, and/ or can further the respect between religious groups and nonreligious sectors as well, in order to build a global ethical. Accordingly, it’s fact that religions are present in the life in society, and even people non-believers need to understand, tolerate, respect and coexistent with the believers and vice versa. Therefore, the RE subject can promote an education for the tolerance, respect, and peaceful coexistence between people with different religious convictions, believers or non-believers as well. / O escopo desta pesquisa objetiva evidenciar a contribuição que o Ensino Religioso (ER) nas escolas públicas é capaz de proporcionar para o desenvolvimento de uma cultura de paz, de tolerância, de respeito e de convivência harmoniosa em sociedade, em meio a aguçados conflitos. Dentro de um contorno pedagógico, o ER, em conformidade com os Parâmetros Curriculares Nacionais e a legislação educacional brasileira, abriga, não obstante seus limites e ambiguidades, a diversidade de crenças e o pluralismo religioso. Assim, esta pesquisa visa discutir e realçar o modelo das Ciências da Religião para o ER na escola pública, tendo em vista a sua fundamentação transdisciplinar e transreligiosa, perpassada pela Teologia do Pluralismo Religioso. Tal visão procura utilizar a força ética das religiões como proposta para uma ética civil global, cujo desafio constitui-se num campo inovador a ser explorado no currículo escolar brasileiro. Como elemento da formação e do desenvolvimento para a cidadania, essa matéria escolar pode incentivar, favorecer e/ou promover o respeito entre grupos religiosos e também com setores não religiosos em vista da construção de uma ética global. É fato que, na vida em sociedade, estão presentes as religiões, e mesmo os não crentes necessitam entender, tolerar, respeitar e conviver com os crentes e vice-versa. Sendo assim, a disciplina de ER, se vista nesta perspectiva, pode promover uma educação para a tolerância, o respeito, o convívio pacífico entre as pessoas de convicções religiosas diferentes, e entre religiosas e não religiosas. Visando contribuir com esta visão, sistematizamos algumas bases teóricas sobre a temática.

This dissertation presents a new approach to addressing environmental degradation based on transdisciplinary ecological art. Transdisciplinarity is defined here as merging art and science to discover new insights. Ecological art is defined as an aesthetic practice that promotes environmental resilience. This writing will describe why those approaches are essential to restoring resilient bioregionalism. It introduces the author’s own heuristic perspectives and methodologies and demonstrates how they may be integrated with technology and science. The problems of accelerated loss of coastal (littoral) zone biodiversity, degraded water quality, and habitat fragmentation need critical attention. The author’s research goal was to present a replicable set of guidelines for identifying small points of restoration for wetland littoral zones (the coastal region between terrestrial and marine life) based on a case study called Ghost Nets, scaled to a second case study, Fish Story. Her novel approach included establishing relevant parallels from quantum physics and acupuncture to energetic systems. Additional specific analogies were explored from visual arts, theatre, music, dance, and performance art, to discover a holistic and integrated point of view. Parallels and analogies were drawn by interrogating the two case studies. An important aim of the study was to examine how certain restoration practices could be scaled up to the bioregional level and integrated with a special theory, Trigger Point Theory, to reinforce healthy ecosystems. This included an analysis of how restored upland ecotones and a different relationship to other species could contribute to restoration in the littoral zone. The analysis critiqued how anthropocentric considerations often fail to protect vulnerable water systems. The role of environmental justice for vulnerable human populations and ethical concerns for other animal species was included in that analysis. The author also claims that when artists work with Geographic Information Systems (GIS) mapping, that may propel a new transdiscourse and eventually make heuristic information scientifically useful. Insight from the Ghost Nets case study informed data collections and GIS mapping for the Southern Gulf of Maine. Those insights and the mapping were used to analyze relationships between finfish abundance, eelgrass, and invasive, predatory green crabs. Conclusions were drawn that are relevant to coastal and fisheries management practices. The author used performative approaches to contribute expert witnessing to her conclusions. Questionnaires were used to determine how much community awareness was accomplished with the case studies, and assess effects on future behavior. By combining art and science methodologies, the author revealed insights that could help small restored sites act as trigger points towards restoration of healthy bioregional systems more efficiently than would be possible through restoration science alone. In scaling up (applying small models to larger systems) and applying these practices for landscape ecology, the author assembled a set of recommendations for other researchers to implement these ideas in the future. Those recommendations included the formal engagement of ecological artists as equal partners on environmental restoration teams.