Transdisciplinarity is based on different levels of reality, in theories of complexity and of the third included, and has strived to exceed the boundaries between disciplines, developing a tool that connects with complex knowledge systems. To be the reason Western the paradigm in which the sciences have developed, adjustments have been made over the last few centuries, while the misfit was tolerable. But in the last decades they clashes irreversibly of environmental culture and the stress has become tangible.
This article presents the experience inter/transdisciplinary of a team teachers developed collectively by the fourth year of Pedagogy course, of the State University of Goiás, Campus Inhumas, developed in academic year of 2014. The Sustainable Cities and Sustainable Schools Project was organized in the context of work project (HERNÁNDEZ, 1998), interdisciplinary organization (JAPIASSU, 2003) and transdisciplinarity look (NICOLESCU, 1999; Moraes, 2008; Suanno, 2013, 2014) for complex thinking about sustainable cities (UN Habitat, 2014 ; Letter of Medellin, 2014; Sustainable Cities/MEC Program, 2014; Sustainable Schools/MEC Program, 2013; Metropolis Observatory, 2014), taking an ecosystem reflection, complex and phenomenological.
This research on post-doctoral training is themed actions and transdisciplinary teaching strategies that are developed in the College Logosophical of Goiânia. From the moment that this school does not have the basic presupposition of the theory of transdisciplinarity, it is interesting to research by the fact that the actions and used teaching strategies, based on the Logosophical Pedagogy, based on Logosophy recommended by the Argentine philosopher Carlos Eduardo González Pecotche are compatible with this theory, expressed in the actions of teachers and the school management, and strategic shares present in the planning done together and on a daily basis with students. The theoretical contribution is based on Moraes (1997, 2004, 2008), Pecotche (2008), Ausubel (1982); Morin (2007a), MVRSuanno (2013, 2014), & Violant tower (2006a) and JHSuanno (2013, 2014). The goal is to identify the pedagogical actions and transdisciplinary attitudes built by Logosophical College faculty in Goiânia that contribute to the development of students as individuals with human, social and environmental responsibility. This goal stems from the need to know the disciplinary pedagogical actions developed in the College Logosophical of Goiânia.
This paper aims to analyze the curricular policy of the state of Pará, considering the modern/colonial epistemic. The theoretical contribution is that of the decolonial overturn with Mignolo (2003; 2005; 2007; 2008; 2014), Castro-Gómez (2005a; 2005b; 2007), Palermo (2014), and of the curricular studies with Silva (1999), Macedo (2014; 2015), and Lopes (2004; 2008; 2019). The field of investigation is the Documento of the State of Pará, and the art of doing is multifocal ethnography, an emerging producer for the analysis of documents (MARCUS, 2001). The results indicate that two features of the modern/colonial epistemic stand out, the disciplinary structure and the cultural homogenization, producing an inconsistente curriculum document. I indicate as a reason for such curricular inconsistency the fact that the state agents have conducted the methodology of elaboration of the Curricular Document of the State of Pará through excessive epistemic obedience, as well as for having excluded organized civil society and traditional communities from the process. I conclude by arguing that epistemic disobedience is capable of producing a different knowledge policy, guided by the politics of place, transdisciplinarity and interculturality. ; Este artículo tiene como objetivo analizar la política curricular del estado de Pará, considerando la episteme moderno/colonial. El aporte teórico es el del giro decolonial con Mignolo (2003; 2005; 2007; 2008; 2014), Castro-Gómez (2005a; 2005b; 2007), Palermo (2014), y de estudios curriculares con Silva (1999), Macedo (2014; 2015) y Lopes (2004; 2008; 2019). El campo de investigación es el Documento Curricular del Estado de Pará, y el arte de hacer es la etnografía multilocal un procedimiento emergente para el análisis de documentos (MARCUS, 2001). Los resultados indican que se destacan dos rasgos de la episteme moderno/colonial, la estructura disciplinaria y la homogeneización cultural, produciendo un documento curricular inconsistente. Indico como razón de tal inconsistencia curricular el hecho de que los agentes estatales hayan conducido la metodología de elaboración del Documento Curricular del Estado de Pará a través de una excesiva obediencia epistémica, así como por haber excluido del proceso a la sociedad civil organizada y las comunidades tradicionales. Concluyo argumentando que la desobediencia epistémica es capaz de producir una política de conocimiento diferente, guiada por la política del lugar, la transdisciplinariedad y la interculturalidad. ; Este artigo tem como objetivo seguir alguns traços da episteme moderno/colonial presentes no Documento Curricular do Estado do Pará - DCEPará. O aporte teórico é o do giro decolonial com Mignolo (2003, 2005, 2007, 2008, 2014), Castro-Gómez (2007a, 2007b, 2014), Palermo (2014), e dos estudos curriculares com Silva (1999), Macedo (2014, 2015) e Lopes (2004). A etnografia multilocal, constitui a arte do fazer, um procedimento emergente e contestado, mas produtivo para a análise de documentos (MARCUS, 2001). Os resultados indicam que no DCEPará há muitos traços da episteme moderno/colonial, entre os quais a estrutura disciplinar e a homogeneização cultural. Os agentes estatais desviaram a atenção destes traços, disseminando uma retórica pedagógico-cultural crítica que defende a prática interdisciplinar, a diversidade e a participação. Concluo argumentando que a desobediência epistêmica é capaz de produzir uma política do conhecimento outra, orientada pela política do lugar, pela transdisciplinaridade e pela interculturalidade.
This work consists in the search for an understanding of the concerns of urban relations that characterize the "urban ecotones", based on a bibliographic review of the territorial expression that marks and distinguishes ecosystems. The expression "ecotone" is discussed and recontextualized from an urban perspective, through a transdisciplinary approach. In the sequence, particular situations are presented, associated with propositions of classifications related to the term, within the scope of cities. The same Greek prefix oîkos (eco) present in "ecology", meaning intimate environment, − the home −, arises in ecotone, added by the Greek suffix tonos (or Latin tonus), indicating tensioning. Therefore ecotone, originally a colloquial expression found in biology, refers to the transition zones between biocenoses. It is the region where neighboring biomes, with different structures and characteristics, converge and interact. In an urban environment, the definition deserves a more specific approach, which stimulates a reflection on the notably anthropic presence. That implies recognizing a coexistence that often leads to social raids and clashes of political, cultural, affective and economic nature. The multidisciplinarity and transdisciplinarity associated with the topic requires, to a certain extent, some transit between the natural sciences and the social sciences, in their different manifestations and approaches. ; A originalidade deste trabalho consiste na busca pela compreensão das inquietudes das relações urbanas que caracterizam os "ecótonos urbanos", a partir de revisão bibliográfica da expressão territorial que marca e distingue os ecossistemas. A expressão "ecótono" é discutida e recontextualizada sob o prisma urbano, por meio de um enfoque transdisciplinar. Na sequência, são apresentadas situações particulares, associadas a proposições de classificações atinentes ao termo, no âmbito das cidades. O mesmo radical grego "oîkos" (eco), presente em "ecologia" e que denota o ambiente íntimo − a casa −, surge em ecótono, acrescido do grego tonos (ou do latim tonus), que indica tensionamento. Assim, ecótono, originariamente uma expressão coloquialmente encontrada na biologia, referencia-se às zonas de transição entre biocenoses. É a região onde biomas fronteiriços, com estruturas e características diferentes, encontram-se e tensionam-se. Em ambiente urbano, a definição merece uma aproximação mais específica que convida à reflexão da presença marcantemente antrópica. Implica em reconhecer convivências que, muitas vezes, levam a rusgas e embates sociais de cunho político, cultural, afetivo, econômico etc. A multidisciplinaridade e a transdisciplinaridade associadas ao tema demandam certo trânsito entre as ciências naturais e as ciências sociais, em suas diversas manifestações e aproximações. ; El mismo radical griego "oîkos" (eco), presente en "ecología" y que denota el ambiente íntimo - la casa--, surge en ecotono, con el griego tonos (o del latíntonus), lo que indica tensión. Así, el ecotono, originalmente una expresión coloquial encontrada en biología, se refiere a las zonas de transición entre biocenosas. Es la región donde los biomas fronterizos, con diferentes estructuras y características, se encuentran. En un entorno urbano, la definición merece un enfoque más específico que invita a la reflexión de la presencia marcadamente antrópica. Implica reconocer la convivencia que a menudo conduce a enfrentamientos sociales y enfrentamientos de naturaleza política, cultural, afectiva y económica. La particularidad de este trabajo es investigar las definiciones de expresión territorial que marcan y distinguen los ecosistemas para comprender las preocupaciones en las relaciones urbanas que caracterizan a los ecotonos urbanos. Por lo tanto, esta investigación presentará situaciones originales asociadas con proposiciones de categorización que pueden estimular otras clasificaciones futuras. La multidisciplinariedad y la transdisciplinariedad asociadas con el tema exigen cierto tránsito entre las ciencias naturales y las ciencias sociales, en sus diversas manifestaciones.
