Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-02T23:16:56Z No. of bitstreams: 1 NataliaAndreaCraciunBoccardi_DISSERT.pdf: 1516016 bytes, checksum: a1368fd8894e733989caec7ab1688e67 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-04T23:43:39Z (GMT) No. of bitstreams: 1 NataliaAndreaCraciunBoccardi_DISSERT.pdf: 1516016 bytes, checksum: a1368fd8894e733989caec7ab1688e67 (MD5) / Made available in DSpace on 2016-03-04T23:43:40Z (GMT). No. of bitstreams: 1 NataliaAndreaCraciunBoccardi_DISSERT.pdf: 1516016 bytes, checksum: a1368fd8894e733989caec7ab1688e67 (MD5) Previous issue date: 2014-11-05 / A condi??o socioecon?mica (CSE) e o ambiente onde o indiv?duo est? inserido modulam sua pr?-socialidade. Enquanto crian?as inglesas que estudam em escolas contendo mais fam?lias ricas s?o mais generosas, adultos dos EUA de alta CSE em situa??es reais e experimentais s?o mais ego?stas, gananciosos e individualistas. At? o momento n?o conhecemos algum estudo que tenha investigado se a CSE da crian?a influencia sua pr?-socialidade; e se os ambientes escolares p?blico e particular brasileiros influenciam sua tomada de decis?o da mesma forma que ocorreu com as crian?as inglesas. Outro fator que influencia a pr?-socialidade ? o monitoramento ? ser observado quando se toma alguma decis?o. Somos mais generosos e cooperamos mais na presen?a de um observador do que quando n?o h? um observador, e isso ocorre tanto em adultos quanto em crian?as. Tamb?m n?o temos conhecimento sobre estudos investigando se o efeito monitoramento sofre influ?ncia da CSE e do ambiente escolar p?blico ou particular. Assim, nosso objetivo principal foi investigar se a generosidade e a coopera??o de crian?as monitoradas e n?o monitoradas s?o moduladas por esses fatores. Para isso, realizamos o jogo dos bens p?blicos com 249 crian?as de 7 a 10 anos inseridas em escolas p?blicas e particulares de Natal/RN e verificamos a CSE da fam?lia de cada crian?a. Nossos resultados evidenciam que a CSE, o ambiente escolar e a condi??o experimental isoladamente n?o influenciam o comportamento pr?-social, talvez em fun??o do recurso e delineamento experimental adotados e das caracter?sticas hist?ricas e econ?micas do Brasil. Quando a CSE e o ambiente escolar s?o analisados conjuntamente, encontramos um efeito do monitoramento na generosidade e coopera??o. Mais especificamente, o monitoramento diminuiu a generosidade em crian?as de maior CSE de escolas particulares e aumentou a coopera??o das crian?as de maior CSE de escolas p?blicas. Acreditamos que tais resultados possam ser explicados atrav?s de diferentes preocupa??es em rela??o ? reputa??o, conforme o ambiente onde a crian?a est? inserida. De forma geral, evidenciamos que o comportamento pr?-social de crian?as monitoradas ? modulado pela intera??o entre a CSE e o ambiente escolar. / Studies have shown that a person's socioeconomic status (SES) and the environment in which they are inserted modulate their pro-sociality. While children studying in schools with a more affluent student body tend to be more generous, adults with high SES in both real and experimental situations tend to be more selfish, greedy and individualistic. Another factor that influences pro-sociality is monitoring. When we do something under the supervision of another person, we tend to be more generous and cooperative, compared to situations in which no one is watching, even if the "observer" is a drawing of eyes. This monitoring effect occurs in both adults and children. To date, no studies have investigated whether the SES and the environment influence the pro-sociality of the children. There have also been no studies on how the monitoring effect might be influenced by SES and the environment (in this case, whether the environment is a public or private school). Given this context, our main objective was to investigate whether the generosity and cooperation of monitored and unmonitored kids is modulated by these factors. To this end, we did eight matches of the public goods, under monitoring and control conditions, with 249 children from the ages of 7 to 10 years enrolled in public and private schools in Natal, state of Rio Grande do Norte (Brazil). The SES of each child's family was assessed according to the Economic Classification Criterion of Brazil (2013). Contrary to our predictions, SES, school environment and experimental conditions did not significantly influence cooperation and generosity behavior when analyzed separately. We discuss whether the influences of resource and experimental design adopted for the current study and the historical and economic conditions of Brazil might explain these observations. Interestingly, when SES and school environment were analyzed together, an effect of monitoring on generosity and cooperation was detected. More specifically, monitoring had the effect of decreasing generosity among children with greater SES in private schools; and increased cooperation among children with greater SES in public schools. These results suggest that there is an influence of monitoring on the pro-sociality of children in relation to their SES and acquaintanceship environments. We argue that these observations may be explained by different preoccupations with reputation, according to the environment in which a child is inserted.