Evaluative research can advance sustainability education through the learning it can enable, at micro and systems levels. This proposition is explored by examining evaluation practice in a 6-year international programme entitled Transdisciplinary Education Collaboration for Transformations in Sustainability involving universities and biosphere reserves/regions in Germany, South Africa and Canada. A Transdisciplinary International Learning Lab (TILL) was evaluated using a theory-based evaluation approach and interviews, focus groups and questionnaires that yielded qualitative data. Through meta-reflection, we concluded that our TILL had elements of a Field School, rather than a Learning Lab, and that our curriculum required more explicit deliberation among programme developers and implementers towards a deeper and shared understanding of pedagogical assumptions and more congruent practice of transdisciplinary and transformative sustainability education. The reflective, theory-based approach enabled learning from evaluation and was captured in a shared refinement of the theory of change, which makes it explicit that learning from pedagogical innovations is not only for students but also for academics. The paper is an invitation to other innovators in sustainability science, education and evaluation in higher education, to share related findings. SIGNIFICANCE: Through evaluative research, educators gained insight into how transformative sustainability education and transdisciplinarity play out in practice, and how theory-based evaluation can inform more transformative programme design. As higher education practitioners collaborating across continents and disciplines for systemic change, we noted that transformative concepts do not immediately translate into transformative practices, unless we critically and collectively reflect on practice and outcomes. Such (meta) reflection requires data and purposefully designed evaluation frameworks-in-use. This idea is not new, but its manifestation in practice was illuminative and could also be of scholarly interest to other curriculum and evaluation designers.

SIGNIFICANCE: Engaged sustainability science is a relational response that mobilises knowledge into constructive action. However, theoretical and conceptual development has outstripped effective practice. Some of the barriers to practice include: (1) integrative theories, concepts and vocabulary that are not familiar to most disciplinary scholars; (2) literature that supports these perspectives is dispersed and difficult to organise into practical steps; (3) the skill-set for effective engagement is rare, and includes facilitating co-learning that is attentive to power and equity. By providing a clear set of activities, the Adaptive Systemic Approach enables novice and experienced research practitioners to start, and to follow a pathway.

Abstract This research is undertaken, motivated by the need to unravel the progression of learning models, which have been adapting to meet the demands of society in its constant dynamics of fluctuation and transformation. The aim of this work is to systematically examine the evolution of learning models, highlighting the paradigmatic changes that have favored the transition from traditional learning approaches to more innovative and transdisciplinary proposals. To achieve this, a bibliographic analysis is carried out, supported by the hermeneutic method for the contextual interpretation of literature and discourses, in order to unravel the complexities inherent in the evolution of learning models. The results highlight the limiting influence of the simplicity paradigm in traditional educational formation and the need for a shift towards dialogicity and disciplinary collaboration and integration to advance towards complexity. It concludes by arguing in favor of adopting the complexity paradigm, advocating for a transdisciplinary epistemology and an interstructuring approach to learning, which allow for integral human development. Recognizing human complexity in teaching and learning demands a radical transformation of education towards more holistic and transformative practices, essential for building an equitable and just society.

Resumen Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a cabo un análisis bibliográfico apoyado en el método hermenéutico para la interpretación contextual de la literatura y los discursos, a fin de desentrañar las complejidades inherentes en la evolución de los modelos de aprendizaje. Los resultados resaltan la influencia limitante del paradigma de la simplicidad en la formación educativa tradicional y la necesidad de un giro hacia la dialogicidad y la colaboración e integración disciplinaria para avanzar hacia la complejidad. Se concluye argumentando a favor de la adopción del paradigma de la complejidad, abogando por una epistemología transdisciplinaria y un enfoque de aprendizaje interestructurante, que permitan el desarrollo humano integral. El reconocimiento de la complejidad humana en la enseñanza y el aprendizaje exige una transformación radical de la educación hacia prácticas más holísticas y transformadoras, esenciales para construir una sociedad equitativa y justa.

Resumo: A competência em interculturalidade na formação de professores desempenha um papel fundamental no processo de integração dos estudantes migrantes. Estudos sobre o tema indicam que há necessidade de formar professores em interculturalidade na formação inicial e de forma permanente, isso lhes permitirá assumir salas de aula diversas com igualdade e qualidade. Além disso, permitirá desenvolver um plano de ensino mais eficaz e que valorize o conhecimento dos estudantes. O manuscrito oferece noções sobre dois conceitos: interculturalidade e sensibilidade intercultural. Posteriormente, explica o conceito de migração e os desafios para a educação. Com base no exposto, propõe-se a necessidade de formação de professores em interculturalidade como fundamento do desenvolvimento da sensibilidade intercultural. Concluemse três aspectos: em primeiro lugar, a formação em interculturalidade deve começar no ensino superior e envolve um processo de aprendizagem contínuo. Em segundo lugar, a formação em interculturalidade permite que os professores adquiram os conhecimentos e competências necessários para projetar as suas estratégias na sala de aula de acordo com as necessidades, conhecimentos e contexto dos estudantes. Em terceiro lugar, a interculturalidade promove a oportunidade de enriquecer o conhecimento e, portanto, proporciona a oportunidade para que professores e estudantes aprendam com outras culturas, compreendendo que a sociedade é diversa e multicultural.

Resumen:La competencia en la interculturalidad en la formación docente desempeña un papel fundamental en el proceso de integración de estudiantes migrantes. Estudios sobre el tema indican que existe la necesidad de formar al profesorado en interculturalidad en la formación inicial y de forma permanente, esto les permitirá asumir aulas diversas desde la igualdad y con calidad. Además, les permitirá desarrollar una planeación didáctica más eficaz que valore los saberes de estudiantes. El ensayo ofrece nociones sobre dos conceptos: interculturalidad y sensibilidad intercultural. Posteriormente, explica el concepto de la migración y los retos para la educación. Con base en lo anterior, se propone la necesidad de la formación del profesorado en interculturalidad como fundamento hacia el desarrollo de la sensibilidad intercultural. Además, se concluyen tres aspectos: en primer lugar, la formación en interculturalidad debe iniciar en la educación superior e implica un proceso de aprendizaje continuo. En segundo lugar, la formación en interculturalidad permite al profesorado adquirir conocimientos y competencias necesarias para proyectar sus estrategias de aula bajo las necesidades, los saberes y el contexto de sus estudiantes. En tercer lugar, la interculturalidad promueve la oportunidad para enriquecer los conocimientos y, por ende, brinda la oportunidad a profesores y estudiantes de aprender de otras culturas, entendiendo que la sociedad es diversa y multicultural.

Abstract: Interculturality in teacher education plays a fundamental role in the integration process of migrant students. Studies on the subject show that it is necessary to train teachers in interculturality from their initial training and on an ongoing basis. This will allow them to work with diverse classrooms in an equitable and quality manner, and also to develop more effective didactic planning that values students’ knowledge. The manuscript introduces two concepts: interculturality and intercultural sensitivity. It then explains the concept of migration and its educational challenges. Based on all this, it presents the need to prepare teachers in interculturality in order to develop intercultural sensitivity. The conclusions are threefold: first, intercultural awareness should begin in higher education and implies a continuous learning process. Second, intercultural education provides teachers with the knowledge and skills needed to design their teaching strategies according to the needs, knowledge and context of the students. Third, interculturality enables teachers and students to learn from other cultures and to understand that society is diverse and multicultural. Finally, it is concluded that transdisciplinarity and ecoformation are perspectives for humanity; they require a change in the traditional ways of understanding reality and, therefore, of practicing education.

Resumo:O manuscrito apresenta os fundamentos teórico-conceituais da transdisciplinaridade e da ecoformação, aplicandoos no ensino superior através de um estudo sobre sua implementação em uma universidade particular da Costa Rica. Ainda que as reflexões se refiram à educação universitária, elas também podem ser aplicadas em outros níveis ou contextos educacionais. A relevância deste estudo é destacada ao fazer referência à crise planetária atual e à necessidade resultante de reformular o ensino universitário para enfrentar esses desafios. Em seguida, explicações básicas sobre a transdisciplinaridade são fornecidas, entendendo-a como uma nova forma de abordagem da realidade, o que suscita transformações no mundo acadêmico. Seguidamente, abordase a ecoformação, concebida como um estilo de vida baseado nas relações equilibradas entre os seres, uma vez que tudo está interligado; apostando então na convivência. Para a educação, os princípios ético-filosóficos apresentados podem ser traduzidos em conceitos pedagógicos e didáticos específicos. Por último, conclui-se que a transdisciplinaridade e a ecoformação são perspectivas para a humanidade; exigem uma mudança nas formas tradicionais de compreender a realidade e, portanto, de exercer a educação.

Resumen:El ensayo presenta fundamentos teórico-conceptuales de la transdisciplinariedad y la ecoformación, aplicándolas en educación superior; corresponde a la primera parte, la fundamentación ético-filosófica, de un estudio acerca de la puesta en práctica de estas en una universidad privada en Costa Rica. Si bien las reflexiones aluden a la educación universitaria, pueden aplicarse también en otros niveles o contextos educativos. Se introduce la importancia de este trabajo aludiendo a la crisis planetaria de la contemporaneidad y a la consecuente necesidad de cambiar la educación universitaria para responder a ella. Luego, se brindan explicaciones básicas en cuanto a la transdisciplinariedad, entendiéndola como una nueva forma de aproximarse a la realidad, lo cual implica transformaciones para la academia. De seguido, se aborda la ecoformación, concebida como un estilo de vida basado en relaciones equilibradas entre los seres, pues todo está interconectado; apuesta, entonces, por la coexistencia. Para la educación, los principios ético-filosóficos que se presentan pueden traducirse en concepciones pedagógicas y didácticas específicas. Por último, se concluye que la transdisciplinariedad y la ecoformación son perspectivas para la humanidad; requieren cambiar las formas tradicionales de entender la realidad y, por tanto, de ejercer la educación

Abstract: The manuscript presents the theoretical and conceptual foundations of transdisciplinarity and eco- training and applies them to higher education through a study of their implementation in a private university in Costa Rica. Although the reflections refer to university education, they can also be applied to other educational levels or contexts. The importance of this work is highlighted by addressing the current planetary crisis and the consequent need to adapt university education to respond to it. It then provides a basic explanation of transdisciplinarity, understood as a new way of approaching reality that implies transformations for the academy. Then, the ecoformation is approached, understood as a way of life based on a balanced relationship between beings, given that everything is interconnected, and therefore committed to coexistence. For education, the ethical-philosophical principles presented can be translated into specific pedagogical and didactic concepts. Finally, it is concluded that transdisciplinarity and ecoformation are perspectives for humanity; they require a change in the traditional ways of understanding reality and, therefore, of practicing education.

Abstract Objective: This article focuses on epistemological and theoretical-metho dological objectives, drawing from two cutting-edge critical epistemologies and engaging in a dialogue with others. Originality/Contribution: In the 21st century it is crucial to expand the scope of reflections on critical epistemologies that provide fundamental heuristic tools for any analysis. Furthermore, this article presents theoretical-methodologi cal models constructed from complexity and transdisciplinarity emphasizing the fundamental pillars for analytical projections. Lastly the objective is to propose the construction of categories from these new epistemological perspectives. Method and Information Collection Strategies: The structure and de velopment of the article establish theoretical axes and analytical routes that deeply address semiotic-discursive production of any kind, including those situated in cyberspace, where production patterns and rules adhere to different dimensions. In conclusion, the reflections presented here originated in the last quarter of the 20th century and reached their greatest scope and systematization in the 21st century, intertwined with cyberculture, cyberspace, and cyber time, leading us down the intricate paths of Artificial Intelligence. Conclusion: This work yields several analytical proposals, emphasizing a crucial point for researchers’ reflections: ethics. In this regard, the challenge for all is to consider the development of knowledge from an ethical standpoint, which requires critical self-reflection for academia and, most importantly for life itself. It aims to enable the emergence of a new humanity with complex subjects filled with wisdom to overcome the civilizational crisis we currently face.

Resumo Objetivo: os objectivos deste artigo são de ordem epistemológica, teórica e metodológica, no sentido de propor a construção de categorias a partir de duas epistemologias críticas de vanguarda e de outras que com elas colocamos em diálogo. Originalidade/suporte: para abordar qualquer investigação no século XXI, parece-nos muito importante expor as reflexões sobre as epistemologias críticas das vanguardas, que oferecem ferramentas heurísticas fundamentais para qualquer análise. Além disso, ao projetar as premissas epistemológicas, apresentamos alguns modelos teórico-metodológicos construídos tendo em conta a complexidade e a transdisciplinaridade, nos quais se destacam os pilares fundamentais para qualquer projeção analítica. Método/ Estratégias/ coleta de datos: o artigo recorre a eixos teóricos, percursos analíticos que abordam em profundidade a produção semiótico -discursiva de qualquer tipo, incluindo as situadas no ciberespaço, em que os padrões e regras de produção obedecem a outras dimensões. As reflexões que vamos expor são geradas no último quartel do século XX e atingem o seu maior alcance e sistematização no século XXI, ligadas à cibercultura, ao ciberespaço, ao cibertempo, que nos lançam nos intrincados caminhos da inteligência artificial. Conclusão: neste trabalho apresentamos várias propostas analíticas e retomamos a ética, um ponto muito importante para as reflexões de todos os pesquisadores. Nesse sentido, fica o desafio para todos nós de pensarmos no desenvolvimento de um conhecimento pautado na ética, que é uma tarefa de reflexão crítica e autocrítica para a academia, mas principalmente para a vida, a fim de possibilitar o surgimento de uma nova humanidade, com sujeitos complexos e cheios de sabedoria para superar a crise civilizatória em que nos encontramos.

Resumen Objetivo: los objetivos de este artículo se ubican en lo episte mológico, en lo teórico-metodológico, para plantear la construcción de categorías desde dos epistemologías críticas de vanguardia y otras que ponemos en diálogo con estas. Originalidad/aporte: para abordar cualquier investigación en el siglo XXI, nos parece muy importante exponer las reflexiones en torno a las epistemologías críticas de vanguardia que ofrecen herramientas heurísticas fundamentales para cualquier análisis. Además, al proyectar las premisas epistemológicas, presentamos algunos modelos teórico-metodológicos construidos tomando en cuenta la complejidad y la transdisciplinariedad, en los cuales se destacan los pilares fundamentales para cualquier proyección analítica. Método/Estrategias de recolección de información: en el artículo se utilizan ejes teóricos, rutas analíticas que abordan en profundidad la producción semiótico-discursiva de cualquier tipo, incluso las ubicadas en el ciberespacio, en el cual las pautas y reglas de producción obedecen a otras dimensiones. Las reflexiones que vamos a exponer se generan en el último cuarto del siglo XX y logran su mayor alcance y sistematización en el siglo XXI, ligadas a la ciber- cultura, ciberespacio, cibertiempo, que nos arrojan a los caminos intrincados de la inteligencia artificial. Conclusión: en este trabajo exponemos varias propuestas analíticas y retomamos la ética, punto muy importante para las reflexiones de todos los investigadores. En este sentido, queda para todos, el desafío de pensar el desa rrollo de los conocimientos con base en la ética, que es una tarea de reflexión crítica y autocrítica para lo académico, pero principalmente para la vida, a fin de hacer posible el surgimiento de una nueva humanidad, con sujetos complejos llenos de sabiduría para superar la crisis civilizatoria en que nos encontramos.

Resumo O trabalho parte dos estudos das plantações para reler o Contrapunteo cubano del tabaco y el azúcar de Fernando Ortiz. A análise compreende três aspectos: em primeiro lugar, examinamos as linhas de leitura mais relevantes do Contrapunteo..., em particular, as análises derivadas das noções de transculturação e contraponto com o objetivo de dar continuidade e discutir a vasta e enriquecedora tradição crítica que acompanha o texto. Em segundo lugar, propomos ler alguns momentos do livro de Ortiz a partir dos estudos das plantações e do modelo de escalabilidade proposto por Anna Tsing para viver entre as ruínas do Antropoceno. Em particular, nos interessa observar suas falhas, essas pequenas frações de território que abrigam práticas não escaláveis, propiciadoras da diversidade transformadora das relações sociais. Finalmente, especulamos sobre a inscrição neobarroca do ensaísmo de Ortiz como prática alternativa da transdisciplinaridade. aspectos lugar Contrapunteo... particular texto Antropoceno falhas escaláveis sociais Finalmente transdisciplinaridade Contrapunteo.. Contrapunteo.

Abstract In this work, we take plantation studies as our starting point to reread Fernando Ortiz's Cuban Counterpoint: Tobacco and Sugar. Our analysis encompasses three aspects: firstly, we examine the most relevant lines of interpretation of the Counterpoint..., particularly, those derived from the notions of transculturation and counterpoint, with the aim of providing continuity and further discussion within the vast and enriching critical tradition that accompanies the text. Secondly, we propose to read certain moments of Ortiz's book from the perspective of plantation studies and the scalability model proposed by Anna Tsing for living amidst the ruins of the Anthropocene. In particular, we are interested in observing its flaws, those small fractions of territory that host non-scalable practices, fostering transformative diversity in social relations. Finally, we speculate about the neobaroque inscription of Ortiz's essayistic work as an alternative practice of transdisciplinarity. Ortizs Ortiz s Counterpoint Sugar aspects firstly Counterpoint... particularly counterpoint text Secondly Anthropocene particular flaws nonscalable non scalable practices relations Finally transdisciplinarity Counterpoint.. Counterpoint.

Resumen El trabajo parte de los estudios de las plantaciones para releer Contrapunteo cubano del tabaco y el azúcar de Fernando Ortiz. El análisis comprende tres aspectos: en primer lugar, examinamos las líneas de lecturas más relevantes del Contrapunteo…, en particular, los análisis derivados de las nociones de transculturación y contrapunteo a los fines de dar continuidad y discutir desde la vasta y enriquecedora tradición crítica que acompaña al texto. En segundo término, proponemos leer algunos momentos del libro de Ortiz a partir de los estudios de las plantaciones y el modelo de escalabilidad que propone Anna Tsing para vivir entre las ruinas del Antropoceno. En particular, nos interesa observar sus fallas, esas pequeñas fracciones de territorio que albergan prácticas no escalables, propiciatorias de la diversidad transformadora de las relaciones sociales. Finalmente, especulamos sobre la inscripción neobarroca del ensayismo de Ortiz como práctica alternativa de la transdisciplinariedad. aspectos lugar Contrapunteo, , Contrapunteo… particular texto término Antropoceno fallas escalables sociales Finalmente transdisciplinariedad

Resumo Será que é possível vislumbrar, no socialmente controverso tema do morar nas ruas, qualquer contribuição para a agenda das Nações Unidas (ONU) em prol da sustentabilidade urbana? Enfrentamos tal questão interpretativamente com base em procedimentos investigativos que potencializam o emprego de métodos qualitativos das Ciências Sociais em projetos transdisciplinares – de colaboração entre pesquisadoras/es e agentes da prática profissional –, acerca dos chamados Objetivos de Desenvolvimento Sustentável (ODS’s) da ONU. Argumentamos que as contribuições compreendem padrões de interação face a face por e acerca de pessoas em situação de rua nos espaços públicos urbanos. Em relação particularmente ao ODS 11, isto é, “tornar as cidades e assentamentos humanos mais inclusivos, seguros, resilientes e sustentáveis”, na São Paulo pandêmica (2020-2022), as contribuições abrangem interações de três tipos, aquelas ambientalmente (i) sustentáveis e (ii) inclusivas por pessoas em situação de rua com objetos materiais, animais e plantas em ruas e praças; e aquelas (iii) socialmente inclusivas protagonizadas por profissionais que assistem quem mora nas ruas. Enquanto os dois primeiros tipos interacionais são contribuições já vigentes, atuais de pessoas em situação de rua para as metas 11.6 e 11.7 do ODS 11, o terceiro é possibilidade futura para a Meta 11.1 por parte de profissionais dedicadas/os a essas mesmas pessoas. vislumbrar ONU (ONU urbana pesquisadorases pesquisadoras es ODSs s (ODS’s urbanos 11 tornar inclusivos seguros sustentáveis, , sustentáveis” 20202022, 20202022 2020 2022 (2020-2022) i (i ii (ii materiais praças iii (iii vigentes 116 6 11. 117 7 111 1 dedicadasos dedicadas 2020202 202 (2020-2022 202020 20 (2020-202 20202 2 (2020-20 (2020-2 (2020- (2020 (202 (20 (2 (

Abstract Is it possible to envisage within the socially controversial issue of homelessness any contributions for the United Nations (UN) urban-sustainability agenda? We address this question in interpretive terms based on methodological procedures that enhance the deployment of social-scientific qualitative methods in transdisciplinary research projects – i.e., collaborative projects between academics and practitioners – regarding the so-called UN Sustainable Development Goals (SDGs). We argue that the contributions comprise patterns of face-to-face interaction by and around homeless people in public spaces. Regarding particularly SDG 11 (“make cities and urban settlements inclusive, safe, resilient and sustainable”) in Covid-19 São Paulo (2020-2022), the contributions encompass three types of interaction: (i) environmentally sustainable and (ii) environmentally inclusive interactions by homeless people with material objects, animals, and plants in streets and squares; and (iii) socially inclusive interactions by practitioners who assist homeless people. While the first two interactional types are already ongoing, present-day involuntary contributions to SDG 11 Targets 11.6 and 11.7, the third type features as a future possibility by practitioners for Target 11.1. (UN urbansustainability sustainability agenda socialscientific social scientific ie i e i.e. socalled so called SDGs. SDGs . (SDGs) facetoface face spaces 1 make safe sustainable” Covid19 Covid 19 Covid-1 20202022, 20202022 2020 2022 , (2020-2022) (i ii (ii objects animals squares iii (iii ongoing presentday present day 116 6 11. 117 7 11.7 111 11.1 i.e (SDGs Covid1 Covid- 2020202 202 (2020-2022 202020 20 (2020-202 20202 2 (2020-20 (2020-2 (2020- (2020 (202 (20 (2 (

Theoretical frameworks generally serve as the intellectual scaffolding that underpins research processes in the social sciences, providing an analytical lens through which researchers make sense of complex social phenomena. This article is an exploration of the fundamental role of theoretical frameworks in social science research. Firstly, it sheds light on its ontological, epistemological and methodological design imperatives, beginning with an elucidation of the concept of theoretical frameworks within the realm of social science research. Secondly, the significance of integrating theoretical frameworks in the research process is analysed, with an emphasis on the fact that it enhances the rigour and clarity of scholarly inquiry by guiding researchers when formulating research questions and hypotheses and in the interpretation of research findings. It conducts a literature review following an abstract conceptual design in an interpretivist research paradigm. Steps are proposed that can be followed when constructing a theoretical framework, using the construct 'poverty' as example. Since social science research deals with intricate and multifaceted social phenomena, theoretical frameworks provide researchers with a structured lens through which they can make sense of this complexity, offering a systematic way to organise and analyse data and observations. They also ensure that the study is focussed and aligned with existing knowledge and relevant theories. TRANSDISCIPLINARY CONTRIBUTION: The significance of inter-, multi- and transdisciplinarity in the construction of theoretical frameworks in social science research are expounded by accentuating the ways in which knowledge domains and methodologies of multiple disciplines create a comprehensive understanding of complex social phenomena.

The purpose of this essay is to discuss challenges and opportunities for social research that arise from the approximation between the strands of Decolonial Thinking (DT) and Critical Discourse Analysis (CDA) developed by Norman Fairclough. The article recovers the foundations of these currents of thought, which defend a commitment to social change, and summarizes the aspects in which they approach and which challenge social scientists. Based on this scenario, we reflect on the implications of adopting such perspectives for the field of Social Sciences. Building bridges between DT and CDA implies bringing to light phenomena and voices from the margins, setting new power disputes in motion. We seek to contribute to the debate on the relevance of social research in unequal contexts, through an overview that allows for transdisciplinary dialogue with researchers in the field of Social Sciences. (DT (CDA Fairclough thought change scientists scenario Sciences margins motion contexts

Le but de cet essai est de discuter des défis et des opportunités pour la recherche sociale qui découlent du rapprochement entre les courants de la Pensée Décoloniale (PD) et de l’Analyse Critique du Discours (ACD) développée par Norman Fairclough. L’article récupère les fondements de ces courants de pensée, qui défendent un engagement pour le changement social, et résume les aspects dans lesquels ils abordent et qui interpellent les sciences sociales. Sur la base de ce scénario, nous réfléchissons aux implications de l’adoption de telles perspectives pour le domaine des sciences sociales. Construire des ponts entre PD et ACD implique de mettre en lumière des phénomènes et des voix des marges, de mettre en mouvement de nouveaux conflits de pouvoir. Nous cherchons à contribuer au débat sur la pertinence de la recherche sociale dans des contextes inégalitaires, à travers une vision d’ensemble qui permet un dialogue transdisciplinaire avec des chercheurs dans le domaine des sciences sociales. (PD lAnalyse l Analyse (ACD Fairclough Larticle L article pensée social sociales scénario ladoption adoption marges pouvoir inégalitaires densemble d ensemble

O objetivo deste ensaio é discutir desafios e oportunidades para a pesquisa social que surgem da aproximação entre as vertentes do Pensamento Decolonial (PD) e da Análise Crítica de Discurso (ACD) desenvolvida por Norman Fairclough. O artigo resgata as bases dessas correntes de pensamento, que defendem um compromisso com a mudança social e sintetiza os aspectos em que se aproximam e desafiam os cientistas sociais. A partir desse cenário, refletimos sobre as implicações da adoção de tais perspectivas para o campo das Ciências Sociais. Construir pontes entre PD e ACD implica trazer à tona fenômenos e vozes das margens, colocando em movimento novas disputas de poder. Buscamos contribuir com o debate sobre a relevância da pesquisa social, em contextos desiguais, por meio de um panorama que permite o diálogo transdisciplinar com pesquisadores do campo das Ciências Sociais. (PD (ACD Fairclough pensamento sociais cenário Sociais margens poder desiguais

Resumen Introducción : El Currículo se constituye en la principal herramienta de la Educación, representa el eje orientador de la actividad educativa humana, es donde se plantea toda una idea del deber ser cognitivo, practico y articulador con la realidad. Objetivo : Caracterizar las características y estructura base del currículo transcomplejo desde lo emergente y lo no lineal. Metodología : Revisión teórica, descriptivo no experimental de enfoque cualitativo Resultados : Es necesario pensar en que a lo largo de la historia de la humanidad hemos planteado según el paradigma infinidad de modelos curriculares que traten de resolver los problemas sociales y de la vida misma. Discusión : La presente propuesta trata sin lugar a duda de mostrar que es posible salir de un currículo no formal y no lineal basado en elementos de la complejidad y de la transdisciplinariedad, se convierte en un reto para los educadores el tratar de estudiarlo, construirlo y deconstruirlo.

Abstract Introduction : The Curriculum is the main tool of Education, it represents the guiding axis of human educational activity, it is where a whole idea of the duty to be cognitive, practical and articulate with reality is raised. Objective : Characterize the characteristics and base structure of the transcomplex curriculum from the emergent and non-linear. Methodology : Theoretical review, non-experimental descriptive, qualitative approach Results : It is necessary to think that throughout the history of humanity we have proposed, according to the paradigm, an infinite number of curricular models that try to solve social problems and life itself. Discussion : This proposal undoubtedly tries to show that it is possible to get away from a non-formal and non-linear curriculum based on elements of complexity and transdisciplinarity, it becomes a challenge for educators to try to study it, build it and deconstruct it.

The conceit that humans are exceptional and a species apart from nature continues to dominate traditional forms of curriculum in higher education. This article considers how an ethological curriculum might be used to disrupt current imaginaries informing prevailing higher education curricula practices in its rejection of a metaphysics of individualism that is foundational to traditional curriculum studies. An ethological curriculum thinks with more-than-human forms of life in relational ways to consider how we might work differently in higher education. The article offers four propositions as launching points, inflections or forces which can potentiate an ethological curriculum - cultivating attunement, attentiveness and noticing; becoming-with; rendering each other capable; and engaging response-ably.

Abstract This text aims to bring readers a little of Eneida's image in her relationship with art, especially popular music. Some passages experienced by me and my teacher and friend will be discussed, highlighting our visits to theaters, shows, cinemas, various artistic presentations, and trips. My interest is to present some biographical traits of the intellectual who, despite being very firm in her academic positions and very dedicated to theoretical-conceptual studies - including those linked to cultural criticism -, never abandoned the enjoyment of literary reading, the pleasure brought by aesthetic experience and the desire to get together with friends and family. She never left aside her interest in discovering the world flanked by traveling companions. This aspect, more linked to the author's personal side, certainly enriched her perspective on the texts she evaluated, on the projects she developed. On the other hand, the essayist's intellectual training contributed to her better enjoyment and understanding of the artistic-cultural universe. Eneida brought the mark of transdisciplinarity in her way of living and acting professionally. Eneidas s art music discussed theaters shows cinemas presentations trips who theoreticalconceptual theoretical conceptual , reading family companions aspect authors author side evaluated developed hand essayists essayist artisticcultural universe professionally

Resumo Este texto visa trazer aos leitores um pouco da imagem de Eneida em sua relação com a arte, principalmente a música popular. Serão abordadas algumas passagens vividas por mim e a professora e amiga, ressaltando nossas idas a teatros, shows, cinemas, apresentações artísticas diversas e viagens. Meu interesse é apresentar alguns traços biográficos da intelectual que, apesar de ser muito firme em suas posições acadêmicas e muito dedicada aos seus estudos teórico-críticos - incluindo aqueles ligados à crítica cultural -, nunca abandonou a fruição da leitura literária, o prazer trazido pela experiência estética e o desejo de se reunir com amigos, amigas e familiares. Ela nunca deixou de lado o interesse em desvendar o mundo ladeada por companheiros e companheiras de viagem. Esse aspecto, mais ligado ao lado pessoal da autora, certamente enriqueceu seu olhar para os textos que avaliava, para os projetos que desenvolvia. Por outro lado, a formação intelectual da ensaísta contribuiu para que ela melhor desfrutasse e entendesse o universo artístico-cultural. Eneida trazia a marca da transdisciplinaridade em seu modo de viver e atuar profissionalmente. arte popular amiga teatros shows cinemas viagens teóricocríticos teórico críticos , literária amigos familiares viagem aspecto autora avaliava desenvolvia artísticocultural. artísticocultural artístico cultural. artístico-cultural profissionalmente

Resumen La crisis ambiental es un punto de quiebre que nos enfrenta con las consecuencias de los mundos extractivistas, capitalistas y modernos, a la vez que reclama pensamientos y educaciones que posibiliten otras realidades, en las que la cohabitación con diferentes formas de vida, la sustentabilidad y la justicia socioambiental sean horizontes de construcción. Este artículo busca presentar ciertas ideas de la filosofía de Donna Haraway para configurar otros mundos habitables, y que pueden ser consideradas en diferentes ámbitos de la educación y el pensamiento ambiental. A partir de la obra de Haraway, y en diálogo con diferentes autores, se propone indagar en cinco ejes: a. el pensamiento tentacular, para entretejer cuerpos, ideas y territorios diversos; b. la generación de parentescos y la pregunta por las relaciones con diferentes seres vivos y entornos; c. lo monstruoso como potencia desclasificatoria y generadora de nuevas comprensiones ambientales; d. la necesidad de nuevas configuraciones sobre la(s) Naturaleza(s) como construcciones colectivas, y e. la potencia de las artes en el pensamiento ambiental, como fuerza motora para la imaginación de mundos posibles y para la apertura de nuevas preguntas y afectos. Nuestras conclusiones apuntan a la necesidad de tender puentes entre esta autora y el pensamiento y la educación ambiental en Latinoamérica, así como habilitar ciertas preguntas brújula, preguntas vivas para transitar los caminos de un planeta herido. ¿Con qué pensamientos pensamos? ¿Qué relaciones armamos con otros seres? ¿Cómo devenir inapropiables, reivindicar lo monstruoso? ¿Qué relatos contamos y qué relatos nos cuentan? ¿Cómo afectar prácticas y saberes ambientales?

Abstract The environmental crisis is a turning point, which confronts us with the consequences of the extractivist, capitalist and modern worlds, at the same time that it calls for some thinking and education that make other realities possible, where coexistence with different forms of life, sustainability and socio-environmental justice are the horizons. This article seeks to present certain ideas from Donna Haraway's philosophy to configure other habitable worlds. Those ideas can be considered in different fields of environmental thinking and education. Based on Haraway's work, and in dialogue with different authors, it is proposed to investigate 5 axes: a. the tentacular thought, in order to interweave bodies, ideas and diverse territories; b. the kin generation and the question of relationships with different living beings and environments; c. the monstrous as a declassifying power and generator of new environmental understandings; d. the need for new configurations of Nature(s) as collective constructions; e. the power of the arts in environmental thought, a driving force for the imagination of possible worlds, and for the opening of new questions and affections. Our conclusions point to the need to build bridges between this author and environmental thinking and education in Latin America, as well as to enable certain compass questions, living questions to travel the paths of a wounded planet. With what thoughts do we think? What relationships do we build with other beings? How to become inappropriate, and vindicate the monstrous? What stories do we tell and what stories shape us? How to affect environmental practices and knowledge?