Submitted by Isaac Francisco de Souza Dias (isaac.souzadias@ufpe.br) on 2016-03-02T18:03:41Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO Juliana Rodrigues de Souza Araújo.pdf: 8181871 bytes, checksum: 171f80b0cab70ae59e2d92c740512d02 (MD5) / Made available in DSpace on 2016-03-02T18:03:41Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO Juliana Rodrigues de Souza Araújo.pdf: 8181871 bytes, checksum: 171f80b0cab70ae59e2d92c740512d02 (MD5) Previous issue date: 2015-02-12 / O Sistema Único de Saúde surgiu no Brasil sob a perspectiva de direito social irrevogável, tendo a equidade como princípio doutrinário. Neste país de dimensões continentais, permeado por diversidades que fomentam o processo das iniquidades sociais em saúde, a equidade passa a ser um grande desafio. Para transpor esses problemas é necessário que a saúde busque parceiras intersetoriais e transdisciplinares, como a Saúde Pública faz com a Geografia, apropriando-se de temas como o território, numa perspectiva de atender a etiologia múltipla que o conceito ampliado de saúde estabelece. Dessa forma, foi selecionado o serviço da Estratégia de Saúde da Família – ESF, numa abordagem fenomenológica através da análise quali-quantitativa de suas práticas; cujo objetivo é correlacionar o mapeamento da cobertura da ESF, da área da Regional de Saúde 4, em Olinda – PE, com as áreas de maior risco para o desenvolvimento das iniquidades, considerando o conceito ampliado em saúde e os determinantes sociais de saúde. Os resultados apontam para um déficit na distribuição de cobertura de ESF na localidade e para a necessidade de reestruturação do trabalho em saúde a partir da organização e da apropriação do território adscrito pelas referidas equipes. Numa perspectiva mais abrangente, pode-se concluir que a participação social efetiva diante das variadas demandas que condicionam a saúde mostra-se como alternativa à minimização das iniquidades sociais, devendo, portanto, ser objeto permanente de trabalho dos profissionais de saúde. / The Health System in Brazil emerged from the perspective of social irrevocable law, with equity as doctrinal principle. In this country of continental dimensions, permeated by diversity that foster the process of social inequities in health, equity becomes a major challenge. To overcome these problems it is necessary that health seeks intersectoral and transdisciplinary partners, such as the Public Health makes geography, appropriating issues such as territory, with a view to cater to multiple etiologies that expanded health concept down. Thus, we selected the service of the Family Health Strategy - ESF, a phenomenological approach through qualitative and quantitative analysis of their practices; whose goal is to correlate the mapping of ESF coverage, the area of Regional Health 4 in Olinda - PE, with the areas of greatest risk for the development of iniquities, considering the concept expanded in health and social determinants of health. The results point to a deficit in the ESF cover distribution in the locality and the need for restructuring the health work from the organization and ownership of the territory ascribed by those teams. In a broader perspective, it can be concluded that effective social participation on the varied demands that affect health is shown as an alternative to minimizing social inequalities, and should therefore be permanent object of work of health professionals.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2016-06-07T14:27:42Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) As aulas de oratória - um espaço de formação e de construção identitária.pdf: 1512750 bytes, checksum: fdc7a331384ffdb96f8e3d42b3919169 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-06-07T14:27:55Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) As aulas de oratória - um espaço de formação e de construção identitária.pdf: 1512750 bytes, checksum: fdc7a331384ffdb96f8e3d42b3919169 (MD5) / Made available in DSpace on 2016-06-07T14:28:03Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) As aulas de oratória - um espaço de formação e de construção identitária.pdf: 1512750 bytes, checksum: fdc7a331384ffdb96f8e3d42b3919169 (MD5) Previous issue date: 2015-04-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Esta dissertação analisa oratórias de acadêmicos do primeiro semestre do curso de Bacharelado em Letras, da Universidade Federal de Pelotas, a partir dos questionamentos: que posições de sujeito são ocupadas em sala de aula em um momento em que os alunos são convocados a falar? E, a partir das posições ocupadas, de que maneira os acadêmicos são subjetivados e constroem para si certos discursos de identidade? Além disso, este estudo tem como propósito entender as oratórias como uma atividade pedagógica que possibilita a ocupação de determinadas posições de sujeito – o processo de constituição identitária – e de compreender a sala de aula como um lugar privilegiado onde circulam discursos complexos e, assim, se constituem sujeitos sociais. Para fins de análise, o referencial teórico é respaldado pelos Estudos Culturais (EC) e pela Linguística Aplicada Transdisciplinar (LAT), especificamente no que tange às questões identitárias. Sob a ótica dos Estudos Culturais, é possível analisar as representações e as questões identitárias a partir dos discursos proferidos, uma vez que linguagem é entendida como constituidora de identidades. A Linguística Aplicada Transdisciplinar, por seu turno, vai ao encontro das questões identitárias, já que considera o sujeito social como sendo construído pelos sentidos produzidos a partir dos usos e das implicações sociais, políticas e econômicas. Os principais pressupostos teóricos, que entendem a linguagem como constituidora de significados, foram embasados em autores como Fabrício (2006), Hall (1997a), Moita-Lopes (2001, 2006a), dentre outros. Em relação a discussões que envolvem as questões de identidade e representação, foram utilizados autores como Hall (1997b, 2000, 2011), Silva (1995b, 2000a, 2000b), Woodward (2000), dentre outros. Dessa maneira, tendo como princípio, portanto, o fato de que a linguagem serve como um mecanismo que constitui e que exerce um papel privilegiado na construção e na circulação do significado, esta pesquisa objetiva entender a sala de aula como um espaço em que há, além do processo de ensino/aprendizagem, a produção de identidades. A partir da análise realizada, conclui-se que os alunos são subjetivados e constituem identidades, ocupando posições de sujeito em sala de aula. As posições, por exemplo, de sujeito preocupado com as questões que englobam respeito, dignidade e igualdade, bem como de um sujeito crítico, politizado e bem informado foram preenchidas não somente no momento da oratória, mas também no debate após cada apresentação, em que os alunos se posicionaram e se constituíram enquanto sujeitos sociais significando a si e ao mundo. / This dissertation analyzes the oratory of students of the first semester of the Bachelor of Arts, at Universidade Federal de Pelotas, based on the questioning: which positions of subject are taken in class in a moment of evaluation in which the youths are summoned to speak?, and based on those positions taken, how are the pupils subjectivized and build certain identity speeches for themselves? Besides that, this study aims to analyze such oratory, in a sense of understanding them as a pedagogical activity which allows the occupation of certain subject positions – the process of identity constitution – and understand the classroom as a privileged place where complex speeches circulate, and, therefore, they constitute social subjects. For analysis purposes, the theoretical framework is supported by the Cultural Studies (CS) and by the Transdisciplinary Applied Linguistics (TAL), specifically regarding identity issues. From the perspective of Cultural Studies, it is possible to analyze the representations and identity based on the speeches, since language is understood as a constructor of identity. The Transdisciplinary Applied Linguistics, in turn, meets the identity issues, as regards the social subject to be built by the senses produced from the uses and social, political and economic implications. The main theoretical assumptions, which understand the language as constitutor of meanings, were based on authors such as Fabrício (2006), Hall (1997a), Moita-Lopes (2001, 2006a), among others. Regarding discussions that involve the questions of identity and representation, authors like Hall (1997b, 2000, 2011), Silva (1995b, 2000a, 2000b), Woodward (2000), among others were used. Therefore, as a principle, the fact that the language serves as a mechanism which plays a key role in the construction and movement of meaning, this research aims to understand the classroom as a place in which there is, besides the process teaching/learning, the production of identity. Based on the analysis, it is concluded that the students are subjectivized and build identities, occupying positions of subject in the classroom. The positions, for example, a subject concerned with issues that include respect, dignity and equality, as well as a critical subject, politically aware and knowledgeable were filled not only at the time of speaking, but also in the discussion after each presentation, in which students were positioned and constituted while social subjects that were meaningful to themselves and to the world.

La phase conceptuelle, basée sur des informations imprécises et incomplètes, est à la base de la satisfaction des clients par le futur système. La programmation architecturale se concentre sur une des premières étapes de cette phase dans le domaine de la construction : la définition des besoins d'un bâtiment. Les pratiques et recherches actuelles en Architecture-Ingénierie-Construction ont tendance à être basées sur l'expérience des programmistes et architectes. Elles sont rapidement orientées vers la production de solutions architecturales et avec une formalisation tardive des besoins métiers en exigences bâtiment. La définition des exigences est bien plus développée dans les autres domaines d'ingénierie (i.e. génie mécanique, industriel et logiciel) au sein de théories, modèles, techniques et outils. Ces travaux de recherche visent à proposer un raisonnement de programmation architecturale basé sur ces connaissances en matière d'ingénierie des exigences dans ces autres domaines. La méthodologie suivie pour développer ce raisonnement s'appuie sur une démarche transdisciplinaire basée sur une combinaison de méthodologies issues des Sciences de la Conception. Outre l'identification de langages de modélisation couvrant différent points de vues associées à la programmation architecturale, un manque est identifié en ce qui concerne les concepts définissant l'objet d'étude : la transition entre les concepts d'activité et d'espace. Le concept de ‘‘méta-espace'' est proposé pour combler ce manque ainsi qu'un langage de modélisation permettant l'exploitation des relations entre ces concept. Une formalisation très en amont de la transition des besoins métiers des clients vers les exigences bâtiment est proposée via une démarche conceptuelle résultant de l'ajout du concept de ‘‘méta-espace''. Cette démarche est présentée étape par étape en s'appuyant sur les divers cas d'études traités au cours de la thèse. / The conceptual phase is based on very fuzzy and incomplete information about clients' needs. It constitutes the core of clients' satisfaction about the future system. Architectural programming, or briefing process, focuses on the early stages of the conceptual phase of construction projects, i.e. the requirements definition. Current practices and research in Architecture-Engineering-Construction tend to be experience-based, solution-oriented, and with a late formalisation of business needs into building requirements. The requirements definition is far more supported by theories, models, tools, and techniques in other engineering disciplines (i.e. Mechanical, Industrial, and Software Engineering). This research aims to propose an architectural programming reasoning based on existing requirements engineering knowledge from these other engineering disciplines. The methodology followed to develop this reasoning is a transdisciplinary approach based on a combination of Design Research Methodology, and Design Science. Besides the identification of modelling languages covering different viewpoints associated with the briefing process, a gap is identified regarding modelling constructs associated with a “meta-space” design artefact. This design artefact and its associated modelling language (i.e. the meta-space diagram) support the formalisation of the transition from activities to space. The resulting conceptual framework proposes a step by step early formalisation of the transition from clients' business needs to building requirements. All along the thesis, different case studies are used to illustrate the proposals.

This article is anchored in the connections between personal/professional development and formative processes in/of teaching, from memories and [re]meanings. The theory postulates that the complexity in/of teaching is intertwined in the paths and formative processes of teacher, potentially inter/transdisciplinary, at different levels of education (Basic Education and Higher Education), where he/she teaches/learns, throughout life. The memories and [re]meanings of teachers allow these complex movements can be perceived in genuinely autobiographical processes. These conceptual dimensions are being elucidated and expanded in (auto) biographical research through narratives and other sources of information and iconography. The interpretative model, scenic understanding in complexity is proposed from Marinas (2007), Abrahão (2014) and Morin (2012 a, 2012 b). The autobiography of the persona, Educator Ane Carine Meurer, contains facts and arguments supporting the postulated thesis. We concluded that the persona of the (auto) biographical narrative experiences the complexity of trajectories and training processes in/of teaching, marked by the experience inter/transdisciplinary, that was being confirmed in the complex scenic understanding of the contexts of her memories and [res] meanings. / Esta tese integra a Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional de Professores , no Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, Rio Grande do Sul, Brasil. Ancora-se nas conexões entre trajetórias pessoais/profissionais e processos formativos na/da docência, a partir de memórias e [res] significações. A tese postula que a complexidade na/da docência, encontra-se imbricada nas trajetórias e processos formativos do/a professor/a, potencialmente inter/transdisciplinares, em diferentes níveis de ensino (Educação Básica e Educação Superior), onde ensina/aprende, ao longo da vida. As memórias e [res] significações docentes permitem que esses movimentos complexos possam ser apreendidos em processos genuinamente autobiográficos. Essas dimensões conceituais vão sendo elucidadas e ampliadas na pesquisa (auto) biográfica por meio de narrativas e outras fontes de informação e iconografia. O modelo interpretativo, compreensão cênica em complexidade é proposto a partir de Marinas (2007), Abrahão (2014) e Morin (2012 a, 2012 b). A autobiografia da personagem, Educadora Ane Carine Meurer, contém fatos e argumentos que sustentam a tese postulada. Concluímos que a personagem da narrativa (auto) biográfica vivencia a complexidade das trajetórias e processos formativos na/da docência, demarcados pela vivência inter/transdisciplinar, o que foi sendo confirmada na compreensão cênica complexa dos contextos das suas memórias e [res] significações.

Projecting Urban Natures is a compilation thesis in critical studies in architecture. It comprises three journal articles and four design proposals in which I have taken an active part. The point of departure for this thesis is the renewed emphasis on social-ecological interaction and resilience that is currently taking place within ecological systems science, and the opportunities that these paradigmatic insights in turn have opened up within urbanism and design. The thesis argues that although they are promising, these emerging integrative frameworks are seldom brought into mainstream planning and urban design practice. Instead, the structuring of “nature” and “city” into a dualistic balance relationship still permeates not only the general planning discourse, but also makes its way into planning documents, notably influencing distinctions between professions. In response, this thesis sets out to rethink and explore more integrated approaches to human/nature relationships, through the utilization of design-based and transdisciplinary research methods. While this core aim of the thesis remains the same throughout the work, the task is approached from different perspectives: through different constellations of collaborative work as well as through parallel case-based explorations that emphasize the relational, anti-essentialist and situated articulation of values of urban natures and how these forces come into play. The work has been propelled through workshop-based, site-specific, and experimental design processes with professionals and researchers from the fields of e.g. systems ecology, natural resource management, political ecology, urban design, architecture, and landscape design, as well as planners, developers, local interest groups, and NGOs. Specifically, projects performed within this thesis include: Nature as an Infrastructural Potential – An Urban Strategy for Järvafältet; Kymlinge UrbanNatur together with NOD, Wingårdhs, MUST and Storylab; Årsta Urban Natures with James Corner Field Operations and Buro Happold; and Albano Resilient Campus — a collaboration between Stockholm Resilience Centre, KTH and KIT. / <p>QC 20171102</p>

The ability to view the world from multiple perspectives is essential for tackling complex, interconnected challenges. Yet conventional academic structures are designed to produce knowledge through ever-increasing specialization and compartmentalization. This fragmentation is often reinforced by tacit dualistic assumptions that prioritize linear thinking and abstract ways of knowing. Though the need for integrated approaches has been widely acknowledged, effective techniques for transcending disciplinary boundaries remain elusive. This thesis describes a practical strategy that uses immersive visualizations to cultivate transdisciplinary perspectives. It develops an enactive approach to cosmography, contending that processes of visualizing and interpreting the cosmos iteratively shape ‘views’ of the ‘world.’ The archetypal trope of the heavenly sphere is examined to demonstrate the significance of its interpretations in this history of ideas. Action research and mixed methods are employed to elucidate the theoretical considerations, cultural relevance, and practical consequences of this approach. The study begins with an investigation into the recurring appearance of the heavenly sphere across time, in which its embodied origins, metaphorical influence, and material embodiments are considered. Particular attention is given to how cosmographic tools and techniques have facilitated imaginary ‘flights’ through the heavens, from the ecstatic bird’s eye view of the shaman to the ‘Archimedean point’ of modern science. It then examines how these cosmographic practices have shaped cosmological beliefs and paradigmatic assumptions. Next, the practical utility of this approach is demonstrated through the development of cosmographic hermeneutics, a technique using visual heuristics to interpret cosmic models from transdisciplinary world views. Finally, the performative practice of cosmotroping is described, in which cosmographic hermeneutics are applied to re-imagine the ancient dream of the transcendent ‘cosmic journey’ within immersive vision theaters. This study concludes that the re-emergence of the heavenly sphere within the contemporary Digital Universe Atlas provides a leverage point for illuminating the complexity of knowledge production processes. It is claimed that this research has produced a practical strategy for demonstrating that the ultimate Archimedean point is the ability to recognize the limits of our own knowledge, a crucial first step in cultivating much-needed multi-perspectival and paradoxical spherical thinking.

The increasing use of natural resources and the pollution it causes calls for new ways of addressing customer needs. Additionally, a more uncertain and complex world also presents new challenges. In this thesis, these new challenges are tackled through inter and transdisciplinary research, which require more interaction across disciplines to tackle complex phenomena. The manner in which companies address customer needs starts from the designing (a multiplestakeholder perspective) of offerings where companies rely on different types of support (guidelines, standards, methods and tools). In this thesis, these offerings, include products, services, systems, and solutions. This plays an important role in the use of natural resources and its impact on the environment. In this Licentiate, I present results to show initial cues on how to design resource-efficient offerings, and more specifically their analysis and evaluation in the early stages of the design process. This type of offerings is suggested to be crucial for the circular economy, which can be understood as a paradigm shift towards sustainability. In this paradigm shift, designing is carried out by taking into account reuse, remanufacture and recycling of products as strategies by multiple stakeholders and companies. Other strategies include providing services, a function or a solution through dematerialization and transmaterialization. The methods used in this research are narrative and systematic literature reviews, thematic analysis and a case study. The results show a lack of interdisciplinary research in the academic literature in subjects relevant to the design of resource-efficient offerings. The results also show a need to clarify what transdisciplinary research entails. Moreover, current practice shows that support used by companies needs to consider several factors for it to be useful, for example, the vision of the company, participation of potential users of the support and everyday operations, among other characteristics. Finally, more practical support coming from academia is necessary to improve its use in industry. / <p>Information om opponent och seminarium saknas</p>

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Terminological dissonance is created by the inherent ambiguity of natural language and compounded by ontological specialization efforts within fields. Terminological dissonance creates high-risk miscommunications in two key areas: within Information Technology as a singular domain, and also between IT and other fields in interdisciplinary projects. A comprehensive literature review revealed a lack of previous effort to acknowledge or solve problems of terminological dissonance within Information Technology. This research provides a comprehensive overview and definition of the terminology mediation space as it relates to Information Technology and adjacent fields. An analysis and verification of the contents and implementation of the terminology mediation tool Termediator has also been created as part of this research. The Termediator tool's conceptual model is further validated through the analysis of its synonymous and polysemous clustering methods and results.

[pt] As transformações na sociedade contemporânea ocasionadas pelas tecnologias da informação aproximaram o designer de produtos do empreendedorismo independente. A partir delas, Designers Empreendedores de Produtos Autorais (DEPAs) se tornaram curadores do seu próprio risco, em processos criativos autorais e em tomadas de decisões que envolvem uma nova forma de atuar nos ecossistemas criativos de design, no qual o design passa a ser o foco do ecossistema. Um contexto que traz desafios na capacitação de novos saberes e um acúmulo de atividades e funções organizacionais, por esses designers, além da necessidade de novos conhecimentos sobre esses modelos de negócios, que são baseados em design. O levantamento de experiências e boas práticas de ecossistemas criativos integrados relacionados com o campo do design irá determinar características deste ecossistema que sejam adequadas para DEPAs, que apoie a gestão interdisciplinar e transdisciplinar de negócios centrados no empreendedorismo em design de produto. Esta pesquisa se empenhou em diversas revisões bibliográficas determinando oito características para um ecossistema criativo integrado, organizadas em quatro eixos temáticos: (i) comunidade, (ii) plataforma física, (iii) suporte e (iv) gestão e modelo de negócios. / [en] The contemporary society has changes caused by the information technologies that have brought product designers closer to independent entrepreneurship. From them, Entrepreneurs Designers of Authorial Products (DEPAs) became curators of their own risk, with authorial creative processes and decision-making that involve a new way of acting in the creative ecosystems of design, in which design becomes the ecosystem focus. A challenger context for these designers, by the learning of new knowledge and an accumulation of activities and organizational functions. In addition, the design research needs new knowledge about these business models, which are design based. The survey of experiences and good practices of integrated creative ecosystems related to the field of design will determine characteristics for this ecosystem that will be suitable for DEPAs, on supporting the interdisciplinary and transdisciplinary management of businesses centered on entrepreneurship in product design. This research has made several bibliographic reviews, determining eight characteristics for an integrated creative ecosystem, organized in four thematic axes: (i) community, (ii) physical platform, (iii) support and (iv) management and business model.