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This article aims to reflect, from the perspective of the Epistemology of Complexity, on traditional riverside knowledge for a transdisciplinary approach to science education. This is a qualitative study, developed from a phenomenological perspective, with its results constructed through theoretical-bibliographic research and systematic observation. The findings reinforce the understanding that the Epistemology of Complexity underpins transdisciplinary practices that foster dialogue between traditional and scientific knowledge, thusprovidingdeepermeaning to learning. This not only empowers riverside students to think critically and collaboratively in their understanding of the world, but also strengthens their sense of belonging and appreciation for Amazonian riverside culture. [ABSTRACT FROM AUTHOR]

This article aims to investigate inclusive practices within the educational and pedagogical context considering transdisciplinary attitudes, through a "State of Knowledge" literature review. The research was characterized as qualitative, adopting an epistemological hermeneutic phenomenology approach. Bardin's content analysis was used to interpret the data, in the time gap from 2014 to 2024. As a theoretical framework, the research is based mainly on Nicolescu (1999) and Moraes (2015) to support transdisciplinarity, Brasil (2008; 2011) and Barbosa and Bezerra (2021) to support Inclusive Education. Seven articles were found, showing the existing gap and the need for new research to promote a dialogue between Inclusive Education and pedagogical practices from a transdisciplinary perspective. [ABSTRACT FROM AUTHOR]

This article aims to analyze how the Tocantins Territory Curriculum Document (DCT-TO) addresses the pedagogical issues of rural education. This research also proposes to reflect on interdisciplinarity, and transdisciplinarity as methodological approaches present in the teaching with the curricular component entitled Saberes e Fazeres do Campo, as well as the extent to which they are articulated throughout the document. The research has a qualitative approach and presents reflections based on the literature and documents dealing with the topic in question. In order to theorize our approach, we have mobilized authors from different areas of research, so that the article itself fits into the methodological model of transdisciplinarity. The results show that although the DCT-TO does not yet offer a specific proposal for the rural education curriculum, this document does not rule out the didactic possibilities for the rural knowledge and activities component. As it is part of the flexible part of secondary education, we believe that this proposal allows for a tour of the other components to be approached in the classroom. Thus, the implementation of transdisciplinarity in the school environment will depend on the pedagogical proposal of each school.

This paper proposes some reflections on the importance of accessing literature as an educational process. From this perspective, it addresses transdisciplinary paths, especially with science, provided by the fact that literature fundamentally deals with the creative use of language and, in this sense, enables dialogic structures with other areas of knowledge. As an argumentative proposal, the example of literature as an educational instrument about science is mentioned. Authors from literature, education, science and also philosophy, such as Paulo Freire, Ubiratan D'Ambrosio, Clarice Lispector, Ernesto Sabato, Gilles Deleuze and Mary Shelley, among others, are cited as reference examples on the topic. The intention is to contribute, in some way, to raising awareness, more urgent than ever, of understanding the importance of exercising literary reading in contemporary and future educational training [ABSTRACT FROM AUTHOR]

Didactics, as a science that aims to study educational theories and practices in society, dealing with teaching processes that involve social and political objectives, content, forms, means and conditions for teaching and learning, is approached in teacher training courses from different perspectives that correspond to traditional and/or emerging paradigms. From the perspective of the epistemology of Complexity and Emerging Didactics through a qualitative study and Content Analysis procedures, we sought to observe how Complex and Transdisciplinary Didactics is approached in the Political Project of the Bachelor's Degree in Music with a Specialization in Music Education at a federal university in the central-west region, both in its general principles and in the curricular matrix and its syllabi. In view of this, it is worth highlighting that there was an inconsistency between the ontological, epistemological and methodological conceptions of Complex and Transdisciplinary Didactics identified in the general training part of the PPC and their materializations in the document's curricular matrix. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Jurídica (0103-3506) is the property of Revista Juridica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Palíndromo is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper to analyze the interface of the conceptual triad: complex thinking, transdisciplinarity, and eco-formation in environmental policies and their transposition into the school context. Theoretically, the study is based on the contributions by authors such as Morin (2015a, 2015b, 2018, 2019), Nicolescu (2018), and Pineau (2000, 2004) and highlights governmental initiatives such as the proposal made by the Commission on Environment and Quality of Life (COM-VIDA). Methodologically, the choice was to utilize documental search and bibliographical review with a qualitative approach, by utilizing among the research sources, governmental documents such as the Common National Curricular Basis. The results demonstrate the relevance of adhering to the few public policies committed with the environment currently available and reaffirms the necessity of appreciating initiatives guided by concepts such as complex thinking, transdisciplinarity, and eco-formation in order to transpose them into the school context. [ABSTRACT FROM AUTHOR]

Copyright of Desenvolvimento e Meio Ambiente is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Desenvolvimento e Meio Ambiente is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Sustainable development is based on three pillars: environment preservation, cost-effective production and human development. Within this context, emerges Life Cycle Assessment (LCA), a solid methodology for assessing the impact of products and services. Whereas Social LCA (S-LCA) is an early-stage approach, currently under development, requiring theoretical and methodological improvements. This study aimed at mapping the main gaps in S-LCA to identify potential contributions from the Psychology field. A preliminary literature review indicated several constraints: consensus between social indicators; methods for measuring subjective data; predominance of secondary data; underutilization of the Social Sciences, etc. Therefore, this study outlines multiples intersection points where the Social Sciences, more specifically, psychology could contribute to filling some of the theoretical and methodological gaps in S-LCA.

Universities are characterized by the inseparability of teaching, research, and extension. The extension connects academia and the non-academic community, providing exchanges, constructions, and remodelings of knowledge and actions. This paper aims to report on the experiences of the Curricular Action in Community and Society (ACCS), entitled "Community Garden: Exchange of Knowledge and Practice", a curricular component offered by the Institute of Biology at the Federal University of Bahia, during the second semester of 2019. The experience was conducted at the Carneiro Ribeiro Educational Center (Park School) in the Caixa D'água neighborhood of Salvador (Bahia State, Brazil). There were 15 meetings involving 51 students, three teachers and two collaborators from the school, the teacher responsible for the component at the university, 17 university students from different courses, and, in some meetings, students and teachers from other institutions. The meetings were divided into practical activities in the school vegetable garden and meetings for transdisciplinary debates, but there was also participation in events throughout the semester. These activities highlighted the curricular action's efforts to foster the ecology of knowledge, proposing a horizontal dialogue between the school and the university, the inclusion of historically marginalized knowledge and ways of doing things, and the construction of knowledge. Adopting a horizontal methodology allowed the participants to be trained in a transdisciplinary way as a tool for health education, encouraging the subjects' autonomy and spreading agroecological knowledge. This activity enabled the (re)construction of a community garden, collective reflection on the importance of these spaces, respect for traditional knowledge, and the construction of knowledge based on transdisciplinarity. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the work is to discuss the contributions of literature to the legal field in the implementation of human rights, especially those of gender and ethnic-racial minorities, based on the work Woman in Ashes, by Mia Couto. The Mozambican author's writing narrates the battle of the village of Nkokolani against Portuguese colonial rule at the end of the 19th century in Mozambique. In the face of war, two characters interconnect, the Portuguese sergeant Germano de Melo and the fifteen-year-old local interpreter Imani. This relationship represents clashes of intersectional oppression. From this perspective, we present concepts based on the contribution of the Metatheory of Fraternal Law and southern feminist epistemologies to reflect on the importance of a non-violent and decolonial critique in law. The methodology adopted by the work is Niklas Luhman's social systems, using an interdisciplinary approach and bibliographical research of an exploratory nature. The aim is to demonstrate that law and literature go together and that their uses are linked and capable of elucidating the reality we live in, which is deliberately seen as illegitimate, in terms of social, political and economic discussions. [ABSTRACT FROM AUTHOR]

Abstract The Kaxinawá indigenous people (auto-identified as the Huni Kuĩ) are native to the western Amazon, on the Brazilian border with Peru, and have an extensive biodiversity-related knowledge, which is parti of a coherent social-ecological system. Our study investigated native knowledge of edible forest plants, in three communities within the Kaxinawá Indigenous Land on the Lower Rio Jordão, Acre state, Brazil. The principal methods used were participant observation, open and semi-structured interviews and walk-in-the-woods. The study recorded 89 native food species. Some 60% are managed in food-production areas, with 56% of the recorded species have received little or no scientific study of their food potential. The role which natural systems play in Huni Kuĩ society is indicated by the management and use of a high diversity of native species, which contributes to food security and nutritional sovereignty. However, there is a progressive under-utilization and substitution of forest species, due to the introduction of cultivated exotic species and the increase in consumption of industrialized products. An enhancement of the value given to native food-plants is needed to encourage continuing autonomy of production, and diet diversification, as well as the conservation of sociobiodiversity of traditional peoples in the Amazon through sustainable management practices of the current social-ecological system.

This article aims to reflect upon International Education through the Complexity and Transdiscipinarity viewpoint (MORIN, 2015; NICOLESCU, 2000), articulating subject (student) and object (English language), in the understanding of an intercultural and global perspective of teaching and learning. Throughout this reflection, two concepts – Basic Interpersonal Communication Skills, BICS, and Cognitive Academic Language Proficiency, CALP (CUMMINS, 1999) – are also considered in the development of the students' linguistic skills. [ABSTRACT FROM AUTHOR]

The didactic, as a science that seeks the studies of theories and educational practices inside society, treating by teaching processes that involves social objectives, politicians, contents, forms, means and conditions for the teaching and the learning, on the teacher training courses, that is aborded by different focus that correspondent to the traditional paradigms and/or emerging. On this perspective of the theorie of the Complexity and of the Emerging Didactics at the eyes of Morin, Suanno, Pimenta, Moraes, Libâneo, and within so many more and with a way of qualitative study and the procedures of the Content Analysis, tried to observe in which way it is aborded the Complex Emerging Didactic and Trannsdisciplinary on the project of the course of Graduation in Music with license in Musical Education of the Federal University of Goiás, both in their geral principles as in the curriculum matrix and their menus. At this perspective, it is worth highlighting that it was found a incoherence in between the of ontological conception, epistemologicals methodologies of the Complex teaching and transdisciplinary indetified on geral formation of PPC and it's materializations on the curricular content of the document. [ABSTRACT FROM AUTHOR]

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Psicologia, Diversidade e Saúde is the property of Revista Psicologia, Diversidade e Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ñawi: Arte, Diseño y Comunicación is the property of Escuela Superior Politecnica del Litoral and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article theoretically investigates correspondences between the principles of Transdisciplinarity and the concept of Mathematical Literacy due to the need to reformulate the usual Mathematics teaching practices, which result in precarious learning for Brazilian students. Based on this investigation, in parallel, we present the results of a bibliographic mapping of national articles published between 2018 and 2021, interrelating ideas on Mathematics, Transdisciplinarity, and the National Curricular Common Base (BNCC in Portuguese), to identify Mathematical Literacy improvements. The results revealed that Mathematical Literacy can be transdisciplinary in BNCC as long as there is a development of skills such as self-management and teaching of Mathematics approaching contents in a transversal and multi-referential way. For future works, we suggest that studies deeply investigate aspects of Transdisciplinarity contained in the BNCC in the area of ​​Mathematics, as well as studies applying such aspects in pedagogical experiences of Mathematical Literacy.

The work is part of a joint diagnostic effort in the micro-region of Presidente Kubistchek, in Serra do Espinhaço, through a partnership between the Espinhaço Institute and the Federal University of Lavras (UFLA). This work seeks to analyze the limits and possibilities for an Integrated Cultural Territory Management (GCIT) in the micro-region and to propose methodological alternatives for new interventions in the territory. As a reference, the conceptual basis of GCIT was used. Methodologically, the diagnosis of the UFLA team was analyzed, which generated data through Participant Observation and focus groups. The results show that the method used to collect data from the pre-diagnosis requires greater participation by the various groups in the territories, aiming at empowering the actors and a transdisciplinary view on the data. Subsequently, at a time of diagnosis, with all groups debating the data generated, the study points out the possibilities for a reflection and understanding of the territory in a perspective of space, time and causality. As a way to enhance medium and long-term actions, the study outlines the need for Resource Centers and Spaces of Memories that open the way for debate between generations, aiming at a symbolic appropriation of territories and their territorialities, with the objective of structuring proposals medium and long term for the micro-region of Presidente Kubistchek.

The main objective of this work is to bring a different perspective from that presented in previous works on the “development process” in Furtado’s thought. In line with his methodological writings, we argue that Furtado extrapolated, in his formulation of the “development process”, the limits of economic science, thus diverging from conventional economic growth models. Furthermore, we emphasize that the referred author managed to combine, in a creative manner, different aspects of the previous formulations on economic development. [ABSTRACT FROM AUTHOR]

Rural schools are institutions that primarily serve students residing in rural areas. Therefore, they raise pedagogical practices articulated to the demands of local contexts, without disregarding, however, global demands. Considering these demands, this article aimed to analyze Brazilian publications that discuss rural schools and pedagogical practices articulately and suggest an approach with complexity, transdisciplinarity and ecoformation. Through a bibliographic search centered on the qualitative approach, seven publications were identified between the years 2007 and 2019, including scientific articles and works of conclusion of undergraduate and graduate courses. It was observed that the publications approach the triad when they value the articulation of rural schools to rural life, although the global demands and the three concepts are explicitly and intentionally demarcated only in one of the publications.

This article begins by making an analysis of the problem that becomes the structuring axis of the whole study, exposing the epistemological elements that show the development of social sciences derived from the positivist paradigm under the mechanical approach of science, inherited from physical sciences, which makes crisis in an environment of socioeconomic development that has been called postmodernity in a space of globalization, showing the great contradictions not considered by a model of linear science. It makes a brief epistemological journey through the problems of economic, administrative and accounting-financial sciences, evidencing the crises that have given rise to it, leading to an analysis of the development of higher education, which in this article is decided to call third, fourth and fifth levels, which must look for new developments, so it ends with a proposal on the structuring of the highest level in the interdisciplinary field of economic, administrative and accounting sciences. A qualitative methodology was used, focused on text analysis, under a selection from the categories analyzed in the problem statement.

The present work discusses pedagogical practices of agroecology used to teach Natural Sciences (since of Physics teaching) in the Semiarid region in an interdisciplinary way. Our reflective actions started from the context of our experiences in rural schools, and during the undergraduate course of teaching and learning on ​​Natural Sciences to traditional communities within the Centro de Ciência e Tecnologia em Energia e Sustentabilidade da Universidade Federal do Recôncavo da Bahia (CETENS/UFRB). This paper proposes thematic axis considering the thematic complexes discussed by Moisey Pistrak. During our journey we felt the need to articulate our approach with the Freirean theoretical perspective. Always being aware that, in exercising the magisterium labor, we present a system of understanding on Nature in its wholeness. Upon an open methodology, the topics proposed in our work also include the concern with a strategy of approach shared and discussed with our students, i.e., a dialogic mediation. The practices developed in the Ecodynamic Zone for the Living Laboratory in Agroecology gave us crucial moments to critical reflection and debate on the contributions of the discipline of Physics to traditional communities at CETENS/UFRB.

Although there is a certain convergence and overlapping of contents and methodologies, when we seek to characterize Communication studies, there is still a certain shadow that blurs the limits and axes of the field. This characteristic has a great influence on the origin and development of studies, given the intense flows and dialogues with related areas, which sometimes confuse disciplinary attempts. In this text, I bring reflections on the theme, to critically understand the disciplining of human and social sciences and adopt complex thinking as a historical and epistemological paradigm of Communication Sciences. I do this from a literature review of authors who bring different perspectives on the origin of the field (TÉTU, 2002; PROULX, 2014; BOURE, 2015; RÜDIGER, 2019) and, later, I present possible alternatives (FERREIRA, 2004; LOPES, 2007; BRAGA, 2008; SODRÉ, 2013) to think about the field without falling into the traps of seeking definitive and binary determinations and adopting a more systemic view of the cooperative and dialectical constellation that configures the area, considering its multiplicity and complexity. [ABSTRACT FROM AUTHOR]

In the present investigation we support a sentipensante transphilosophy in Transcomplex Decolonial Mathematics Education as a complex objective. Everything in a complex transmethodology from the transmethod, the comprehensive, ecosophical and diatopical hermeneutics and the analytical, empirical and propositional moments. Feeling-thinking is a very important decolonial category in Mathematics Education that encourages to imbue beyond rationality, towards emotional-spiritual processes, the brain learns better when it is excited and is not inhibited by restrictions of the imagination; in the tetra: body-mind-soul-spirit in full complexity in mathematics teaching. The sentipensante transphilosophy category reconstructs the original questions of philosophy to the urgent needs of Transcomplex Decolonial Mathematics Education and its relevance in the crisis of planet earth, as a line of research. At the propositive moment, as preliminary results in the ardor of Transcomplex Decolonial Mathematics Education and its sentithinking transphilosophy in the face of new epistemes, this is transepistemes of mathematics and Mathematics Education, which make the scene with a decolonial consciousness as institutional disobedience, epistemic indiscipline and epistemological, the questioning of Eurocentric knowledge of mathematics that leads to an emergency, interweaving and uncertainty of urgent recognition in the problems of humanity. Its application in Mathematics Education is very broad, mainly in transcurricular development processes, which transcend the hidden curriculum of deconstructed Mathematics Education and transmethodical scientific research of mathematics in the classroom social mind-spirit. [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the hypothetical-deductive method and considering Resolution n°. 05/2018 of Ministry of Education as a theoretical framework, this article aims to demonstrate how innovative, transdisciplinary and activist family law legal education is possible through music. As it is a branch of law that undergoes so many changes, in addition to being intricate in all subjects, as each one participates in a family in their own way, Family Law deserves special attention, in a transdisciplinary way. A holistic and broad look is essential, enabling a better integration between subjects and operators of law. [ABSTRACT FROM AUTHOR]

The narratives in favor of interdisciplinarity pervade through different perspectives from different theoriticalphilosophical bases. There are interests from various sectors of society, in especial from the productive sector, which demand interdisciplinary projects. In formation or in performance, an interdisciplinary worker is demanded, linked to the current capitalist market. The present article asks about which of the approach perspectives of the scientific knowledge, interdisciplinarity or contextualization, can contribute more effectively with the logic that prioritizes human values over the capital. The idea is not the dichotomization but point out that the contextualization is the perspective that circumscribes the one of the interdisciplinarity when the objective is to form the critical subject in the apprehension of social reality. This perspective does not demand, inevitably, group or team projects, but the apprehension of the complex relationships between the scientific knowledge and the subject's real-life process in society in the globalized and capitalist world, either through disciplinary or interdisciplinary knowledge. The contextualization is more associated to the transdisciplinarity than to the interdisciplinarity. The transdisciplinarity action is not a higher level of the interdisciplinarity, but a process that transcends the disciplinary and interdisciplinary views and perspectives in the process of approaching and understanding the social reality. [ABSTRACT FROM AUTHOR]

The paper purpose is to address theories/methodologies that recognize themselves as cartographies that deal with practices related to topics of special interest for social communication researchs, such as processes of production of social representations, subjectivities and visibilities. To this end, firstly, it addresses challenges and issues related to currently practices of engaged and transdisciplinary research from a Latin American perspective, especially from Brazil. Then, we go through three different cartographic approaches, namely: cartography of desires; social cartography and; cartography of the action, in order to fertilize and diversify, including in terms of being more democratic and ethical, 'social communication' or 'media studies' researchs. [ABSTRACT FROM AUTHOR]

The objective is to report the experience lived in an extension project: Enfer(i)magem, cinema as a resource for the production of care and health. The project aims to use cinema as a transdisciplinary pedagogical strategy. It consists of cinema sessions and film debates. The audience involved includes undergraduates, high school students and the community in general. Extensionists choose the themes to be debated and, consequently, a cinematographic work that allows problematization. A facilitator is selected to guide the discussions. The cinema sessions take place monthly, in the auditorium of the Nursing course at the State University of Rio Grande do Norte, Campus Pau dos Ferros. At the end of the sessions, the participants answer an assessment tool for the extension action. The Enfer(i)magem makes it possible to reflect on the health training process, (re) linking knowledge fragmented by traditional teaching, producing science, building transdisciplinary knowledge, producing care and health, being aligned with the challenges of the globalized and complex world. Research on experience reports needs to be further disseminated in order to serve as an example for other local and global realities. [ABSTRACT FROM AUTHOR]

Copyright of Pós: Revista do Programa de POS-Graduacao Em Artes - EBA/UFMG is the property of Pos - Programa de Pos-graduacao em Artes (PPG-Artes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Stories and narrative represent meaningful communicative events, typical of human beings’ nature since everybody loves reading, telling, and listening to them. They may also constitute digital events, conveyed through virtual resources, and inserted in the convergence culture (Jenkins, 2006). Within this culture and responding to media expansion, there is transmedia, disseminating diverse but related contents, spread out through multiple media platforms, allowing meaning to converge from one to another. This context supports the transmedia storytelling concept: A transversal narrative process investigated by many researchers, but particularly by Jenkins (2006, 2011), Scolari (2013), and Gosciola (2014). This concept motivates the debate about transliteracy: a synchronized movement across, through and beyond contents and multiple media platforms. Considering this scenario, this article aims at presenting transmedia storytelling conceptually to exploit its potential to promote transliteracy. To reach this goal, transmedia storytelling concepts and features are discussed. After that, considerations are directed towards the transliteracy concept and implications. To conclude, remarks on the target relationship pointed out as the objective of the paper are addressed together with reflections upon the perception of transmedia storytelling and transliteracy as a concept and an area that are transdisciplinary, respectively.

This article seeks to situate Literary Journalism as a discipline of complex and transdisciplinary knowledge, necessary for the training of every journalist. It seeks to understand and integrate the practice of narration to the problems of the levels of reality. The concepts of Literature of Complexity and Transdisciplinarity serve as a basis for our reflection. With the short story “Com o vaqueiro Mariano”, we bring the literature of João Guimarães Rosa and his relations with journalistic knowledge, from the notion of interview, through the system of production and circulation of information to the techniques of verification that the author used. Finally, we conclude that Literary Journalism allows not only to situate journalism in the communication circuit, but also, and in an extended way, broaden the communication circuit to its cultural dimension, exercising such a pedagogical role relevant to any area of knowledge. Este artigo busca situar o jornalismo literário enquanto disciplina de saberes complexos e transdisciplinares, necessária à formação de todo jornalista. Busca entender e integrar a prática da narração aos problemas dos níveis de realidade. Os conceitos de literatura de complexidade e de transdisciplinaridade servem de base à nossa reflexão. Com o conto “Com o vaqueiro Mariano”, trazemos a literatura de João Guimarães Rosa e suas relações com os saberes jornalísticos, desde a noção de entrevista, passando pelo sistema de produção e circulação da informação até as técnicas de apuração que o autor empregava. Por fim, concluímos que o jornalismo literário permite não só situar o jornalismo no circuito da comunicação, mas também, e de forma ampliada, estender o circuito da comunicação à sua dimensão cultural, em seu papel pedagógico relevante para qualquer área do conhecimento. Este artículo busca situar el periodismo literario como disciplina de saberes complejos y transdisciplinarios, necesaria para la formación de todo periodista. Se trata de entender y de integrar la práctica de narrar los problemas de los niveles de realidad. Los conceptos de literatura de complejidad y de transdisciplinariedad sirven de base a nuestra reflexión. Con el conto “Com o vaqueiro Mariano”, traemos la literatura de João Guimarães Rosa y sus relaciones con los saberes periodísticos, desde la noción de entrevista, pasando por el sistema de producción y circulación de la información hasta las técnicas de escrutinio que el autor empleaba. Por último, concluimos que el periodismo literario permite no sólo situar el periodismo en el circuito de la comunicación, sino también, y de forma ampliada, extender el circuito de la comunicación a su dimensión cultural, ejerciendo tal disciplina un papel pedagógico relevante para cualquier área del saber.

The study was based on a reflection regarding the Brazilian National Curriculum Directives and the project for the course. Focus groups consisting of meetings with teachers and students were chosen as the research model to be followed in order to understand the topic in its every day usage. This technique is efficient for gathering information that is useful for later reference. The steps to reconstruct the curriculum allowed dialogue among teachers and participation in the educational process. The result was an overcoming of the chronic separation among disciplines. [ABSTRACT FROM AUTHOR]

Copyright of TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología is the property of School of Computer Science, La Pata University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is an ethnopoetical narrative of an indigenous professor formation experience carried out on São Gabriel da Cachoeira in the Amazonas State. It is a formative process inspired by complexity and transdisciplinarity operators. Methodologically, this work was developed through the ethnographic research. This research sought to establish dialogues between cognitive operators: sensitive thought and scientific thought, inherent to the formation context. The work sought to establish links between the mythical and cosmological universes of the research subjects and bring them in the experience as content of teaching and learning. Finally, it is a research inspired by the felt and lived experience, which has sought a nurture of sensitivities, imaginations, intuitions, wisdom, ethics and aesthetics, empowerment processes of knowledge productions by these learning students. [ABSTRACT FROM AUTHOR]

The article proposes to present a debate and delineation about Interdisciplinarity as a phenomenon pertinent to the dialogue between the various fields of knowledge, discussing specially the instances and dimensions that can be transformed in interdisciplinary bridges between one field of knowledge and other, in particular way the Theory, the Method and the Discourse. In the initial part of the paper, it is undertaken a definition of the concepts relevant to the scope of interdisciplinarity, and the historical aspect of any field of knowledge that becomes an academic discipline is addressed. [ABSTRACT FROM AUTHOR]