Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-04T14:11:37Z No. of bitstreams: 1 alessandrosathlerlealdasilva.pdf: 1894916 bytes, checksum: 662225aadcb192b4fb1ddc4788ac94f9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T01:53:36Z (GMT) No. of bitstreams: 1 alessandrosathlerlealdasilva.pdf: 1894916 bytes, checksum: 662225aadcb192b4fb1ddc4788ac94f9 (MD5) / Made available in DSpace on 2016-04-24T01:53:36Z (GMT). No. of bitstreams: 1 alessandrosathlerlealdasilva.pdf: 1894916 bytes, checksum: 662225aadcb192b4fb1ddc4788ac94f9 (MD5) Previous issue date: 2013-10-07 / Neste trabalho pretendemos, a partir das lacunas e conflitos presentes no diálogo entre as políticas públicas federais e estaduais, investigar os processos de gestão democrática e participativa no âmbito da Rede Pública Estadual de Ensino Fluminense. Buscamos assim identificar, a partir da análise do contexto escolar, os momentos de descontinuidade e conflitos gerenciais que incidem diretamente nos espaços cotidianos e, desta maneira, terminam por circunscrever a gestão da escola à ação personalíssima de seu gestor em detrimento dos princípios democráticos. A partir da leitura e interpretação de políticas públicas, marcos regulatórios e atos administrativos perfeitos que definem as diretrizes gerais de gestão escolar e, com aporte da literatura científica afeta à área de estudo, em especial a referente aos conceitos de democracia, princípios de gestão, administração pública e gestão democrática participativa, se desenvolveu por meio da análise bibliográfica, observação participante e aplicação de questionário um estudo junto as equipes de gestão das unidades escolares estaduais das Regiões Baixadas Litorâneas e Centro Sul. Regiões estas unidades administrativas pertencentes a Secretaria de Estado de Educação do Rio de Janeiro. Análise que revelou os diferentes momentos de descontinuidade das políticas de gestão democrática e participativa e, apontou, para ações fragmentadas no espaço de gestão escolar baseadas essencialmente na ação do diretor geral. Verifica-se que não são, expressamente considerados os procedimentos de responsabilização direta dos demais entes, as formas de controle institucional e os princípios gerais de administração pública. Ficando assim construído um quadro marcado pela subjetividade de cada gestor, sem a existência de ações sistemáticas específicas de organização, controle e orientação por parte do Poder Público para garantir efetivamente a gestão democrática participativa no âmbito da escola pública estadual fluminense. / In this work we intend , from the gaps and conflicts in public policy dialogue between federal and state , to investigate the processes of democratic and participatory management within the State Public Education Network Fluminense . So we seek to identify , from the analysis of the school context , the moments of discontinuity and conflict management that directly affect the everyday spaces and thus , end up circumscribing the school management to the action of his most personal manager at the expense of democratic principles . From the reading and interpretation of policies , regulatory frameworks and administrative acts that define the perfect general guidelines for school management , with input from the scientific literature affects the study area , particularly referring to the concepts of democracy , principles of management, public administration and democratic participative management , developed through the literature review , participant observation and application of a questionnaire study with management teams of school units Downloaded Litorâneas state of the Regions and Central South regions these administrative units belonging to the State Department of education of Rio de Janeiro . Analysis revealed that the different moments of discontinuity of policies democratic and participatory management , and pointed to fragmented actions within school management based primarily on action director general. Checks that are not expressly considered the direct accountability procedures of other entities , forms of institutional control and general principles of public administration . Thereby built a framework marked by subjectivity of each manager , without the existence of systematic actions for the organization , control and guidance by the Government to ensure effective democratic participative management within the public school Fluminense .

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-13T12:32:40Z No. of bitstreams: 1 mariavaldeodetegeisslerribeiro.pdf: 934508 bytes, checksum: 87d5211ef422d0299a535c29244fd79f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-13T19:21:01Z (GMT) No. of bitstreams: 1 mariavaldeodetegeisslerribeiro.pdf: 934508 bytes, checksum: 87d5211ef422d0299a535c29244fd79f (MD5) / Made available in DSpace on 2017-03-13T19:21:01Z (GMT). No. of bitstreams: 1 mariavaldeodetegeisslerribeiro.pdf: 934508 bytes, checksum: 87d5211ef422d0299a535c29244fd79f (MD5) Previous issue date: 2016-02-24 / O presente trabalho, intitulado Os desafios da gestão democrática na Escola Estadual Nossa Senhora da Assunção, teve como objetivo analisar os principais desafios da gestão democrática escolar, tendo como estudo de caso a Escola Estadual Nossa Senhora da Assunção, para isso, foi necessário conferir, se os princípios da participação, descentralização e transparência estão presentes nas ações realizadas pela escola. No trabalho, analisou-se as leis de abrangência nacional e estadual que amparam tal princípio constitucional, bem como planos e regimentos referentes à democracia no contexto escolar. Além disso, foi apresentada a estrutura da SEDUC/AM, especificamente o setor que trata da Gestão Escolar e, em seguida, especificamente o caso de gestão. Para tanto, a pesquisa aqui exposta adotou um levantamento bibliográfico, uma revisão da fundamentação legal e normativa sobre o processo de gestão democrática e uma coleta de dados com diferentes sujeitos do processo, por meio de entrevistas e questionários. A análise dos dados permitiu um diálogo com autores e estudos realizados sobre a temática. Foram utilizadas as reflexões de Paro (1991, 1996,1997, 2001, 2002 e 2008), Lück (2000, 2005, 2006, 2008, 2009 e 2010), Libâneo (2002, 2003 e 2005), Fonseca (1994), Gadotti (1994 e 2004), Oliveira (1997, 2010 e 2014) e Dourado (2006 e 2012). A pesquisa apontou os desafios que impedem a consolidação de uma gestão democrática, estes foram identificados a partir da equipe escolar e da comunidade. A partir dos dados coletados, foram indicados, no Plano de Ação Educacional aqui proposto, estratégias de ação para a implantação de uma gestão democrática, dentre elas, a Criação e Reativação dos Organismos Colegiados, o Fortalecimento da Gestão Escolar e a Criação de Atividades Integradas. / This work, entitled The challenges of democratic management in the State School Our Lady of the Assumption, aimed to analyze the main challenges the school democratic management, and as a case study the State School Our Lady of the Assumption, for it was necessary to check, the principles of participation, decentralization and transparency are present in the actions taken by the school. At work, we analyzed the laws of national and statewide that support this constitutional principle, as well as plans and regulations relating to democracy in the school context. Furthermore, it was shown the structure of SEDUC / AM, which is specifically the sector school administration, and then particularly the case management. Therefore, the research outlined here adopted a literature review, a review of the legal and normative basis of the democratic process management and data collection with different subjects of the process, through interviews and questionnaires. Data analysis allowed a dialogue with authors and studies on the subject. the reflections of Paro was used (1991, 1996.1997, 2001, 2002 and 2008), Lück (2000, 2005, 2006, 2008, 2009 and 2010), Libâneo (2002, 2003 and 2005), Fonseca (1994), Gadotti (1994 and 2004), Oliveira (1997, 2010 and 2014) and Gold (2006 and 2012). The survey showed the challenges that impede the consolidation of a democratic, they were identified from the school staff and the community. From the data collected, were indicated in the Educational Action Plan proposed here, action strategies for the implementation of a democratic, among them the creation and Reactivation of the Collegiate Bodies, Strengthening School Management and Creation of Integrated Activities.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-04T11:18:28Z No. of bitstreams: 1 cristinamaramoreira.pdf: 1552716 bytes, checksum: a6173b63fbf343981968ebb5838801e0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-07T15:30:19Z (GMT) No. of bitstreams: 1 cristinamaramoreira.pdf: 1552716 bytes, checksum: a6173b63fbf343981968ebb5838801e0 (MD5) / Made available in DSpace on 2018-05-07T15:30:19Z (GMT). No. of bitstreams: 1 cristinamaramoreira.pdf: 1552716 bytes, checksum: a6173b63fbf343981968ebb5838801e0 (MD5) Previous issue date: 2017-09-29 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso estudado discute a gestão democrática e participativa em uma escola da Zona da Mata Mineira. Para tanto, será necessário analisar o contexto, as ações e os canais de participação da comunidade escolar. O caráter participativo de uma gestão é muito importante, pois possibilita a consolidação da gestão democrática, a autonomia institucional e torna os indivíduos coautores e corresponsáveis da prática cotidiana da gestão escolar. Nesse sentido, o problema da pesquisa está na pouca participação dos sujeitos que compõem os segmentos escolares. Assim, a pergunta norteadora desse estudo de caso é: “quais os obstáculos para mobilizar a comunidade escolar para a efetivação de uma gestão democrática e participativa?”. Assumimos como hipóteses que os canais de participação abertos pela escola ainda não são suficientes para promover uma participação mais significativa dos membros da comunidade escolar, e ainda que o comodismo dos sujeitos, o medo de assumir compromissos, a própria localização da escola e o fato de ser única na sede municipal podem ser fatores impeditivos da participação. A partir dos conceitos da Gestão Democrática e Participativa, pretende-se analisar o funcionamento dos órgãos colegiados e sua contribuição para a ampliação da autonomia institucional e propor ações que permitam uma trajetória de participação de todos os atores nas ações cotidianas da escola. Dessa forma, a presente pesquisa apresenta como objetivo geral: pesquisar quais os obstáculos para mobilizar a comunidade da Escola Caminho Suave para a efetivação de uma gestão democrática e participativa, e analisar as ações dos sujeitos dos diversos segmentos da comunidade escolar. Como objetivos específicos foram definidos: i) descrever o caso de gestão, que está ligado à questão da baixa participação da comunidade escolar; ii) analisar os problemas do caso de gestão, mais especificamente os motivos que levam os sujeitos a uma postura de resistência à participação; iii) propor ações sócio-político-pedagógicas que promovam a participação consciente de todos os segmentos da comunidade escolar e, consequentemente, a ampliação da autonomia institucional. Utilizaremos, como metodologia a pesquisa qualitativa, e como instrumentos de pesquisa de campo, a análise documental, entrevistas e questionários. A partir da leitura de vários autores, dentre eles, Lück (2000, 2002, 2006, 2008a, 2008b, 2009a, 2009b), Paro (1986, 2001), Gadotti (1980,1993,1997), Dourado (2003), Hora (1994), Libâneo (2004), Demo (1999) e Freire (1995, 1996, 2000, 2006), desenvolveu-se uma análise referente à gestão democrática e participativa, fazendo-se entender que é imprescindível que os membros da comunidade escolar sintam-se motivados a agir em prol do sucesso do processo educativo. / The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case studied discusses the democratic and participatory management in a school in the Zona da Mata Mineira. To do so, it will be necessary to analyze the context, actions and channels of participation of the school community. The participative character of a management is very important, since it allows the consolidation of democratic management, institutional autonomy and makes individuals co-authors and co-responsible of the daily practice of school management. In this sense, the research problem is in the low participation of the subjects that make up the school segments. Thus, the guiding question of this case study is: "what are the obstacles to mobilizing the school community in order to achieve a democratic and participatory management?" We hypothesize that the channels of participation opened by the school are not enough to promote a more meaningful participation of the members of the school community, and yet the subjects' self-indulgence, the fear of compromising, the school's own location and the fact Be unique in the municipal seat can be impeding factors of participation. Based on the concepts of Democratic and Participatory Management, it is intended to analyze the functioning of collegiate bodies and their contribution to the expansion of institutional autonomy and propose actions that allow a trajectory of participation of all actors in the daily actions of the school. Thus, the present research presents as general objective: to investigate the obstacles to mobilize the community of the Smooth Way School for the accomplishment of a democratic and participatory management, and to analyze the actions of the subjects of the various segments of the school community. As specific objectives were defined: i) describe the management case, which is linked to the low participation of the school community; ii) analyze the problems of the management case, more specifically the reasons that lead the subjects to a position of resistance to participation; iii) propose socio-political-pedagogical actions that promote the conscious participation of all segments of the school community and, consequently, the expansion of institutional autonomy. We will use, as methodology, qualitative research, and as instruments of field research, documentary analysis, interviews and questionnaires. From the reading of several authors, among them Lück (2000, 2002, 2006, 2008a, 2008b, 2009a, 2009b), Paro (1986, 2001), Gadotti (1980,1993,1997), Dourado (1994), Libano (2004), Demo (1999) and Freire (1995, 1996, 2000, 2006), an analysis was developed regarding democratic and participatory management, making it understood that it is imperative that members of the school community feel motivated to act for the success of the educational process.

Orientador: Sandro Tonso / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Tecnologia / Made available in DSpace on 2018-08-24T15:20:49Z (GMT). No. of bitstreams: 1 Fabi_ClaudioRodrigues_M.pdf: 992720 bytes, checksum: 9c8b64a3b9cef9125305e9fe13ee95ec (MD5) Previous issue date: 2014 / Resumo: O Brasil possui 313 Unidades de Conservação Federais envolvendo cerca de 80 milhões de hectares, quase 10% do território brasileiro. Essa imensa área requer estratégias participativas de gestão, inclusive já previstas em seus marcos legais. Partes significativas destas estratégias foram descritas no Plano Estratégico Nacional de Áreas Protegidas ¿ PNAP. O PNAP previu a formulação de uma Estratégia Nacional de Comunicação e Educação Ambiental no âmbito do Sistema Nacional de Unidades de Conservação (ENCEA). Buscamos neste trabalho analisar os limites e as possibilidades que a ENCEA, através da Educação Ambiental, possui para auxiliar na gestão participativa das unidades de conservação, de modo a propiciar um meio ambiente ecologicamente equilibrado, essencial a sadia qualidade de vida como preconiza a Constituição Federal brasileira. Consideramos a Educação Ambiental como estratégia fundamental para que diferentes atores sociais participem da gestão de áreas especialmente protegidas de maneira mais qualificada de modo a propiciar não só um cuidado especial ao meio ambiente, mas também na busca da melhoria da qualidade de vida das populações residentes em UCs ou em seu entorno. A construção de novos marcos legais como a ENCEA podem auxiliar na missão de incentivar e instituir a participação em um país como o Brasil ,desigual tanto socioambientalmente quanto nos processos de tomada de decisão / Abstract: Brazil has 313 Federal protected areas involving about 80 million hectares, nearly 10% of the Brazilian territory. This vast area requires participatory management strategies, including already provided in their legal frameworks. Significant portions of these strategies were outlined in the National Strategic Plan for Protected Areas - PNAP ( Acronym in Portuguese). The PNAP predicted the formulation of a National Strategy for Communication and Environmental Education within the National System of Conservation Units (ENCEA Acronym in Portuguese). This work aims at analyzing the limits and possibilities that ENCEA through Environmental Education has to assist in participatory management of protected areas, in order to provide an ecologically balanced environment essential to a healthy quality of life as recommended by the Brazilian federal constitution. Consider environmental education as a key strategy for different social actors involved in the management of specially protected more qualified manner to provide not only a special environmental care areas, but also in the pursuit of improving the quality of life of local residents in PAs or their surroundings. The construction of new legal frameworks as ENCEA can assist in the mission to encourage and establish participation in a country like Brazil, uneven both socially and environmentally as in the processes of decision making / Mestrado / Tecnologia e Inovação / Mestre em Tecnologia

Objetivou-se com esse estudo analisar a importância da gestão participativa para o desenvolvimento das escolas públicas estaduais e municipais do Distrito de Icoaraci, município de Belém, segundo a visão de seus gestores. Na revisão da literatura, foram analisados os aspectos significativos, os avanços e os percalços, percebidos quanto ao processo de desenvolvimento educacional no Brasil. Também foram enfatizados os caminhos e descaminhos da gestão escolar, e a importância de promover a gestão democrática nas escolas. Em campo, foi realizada uma pesquisa, com abordagem quantitativa, de nível descritivo. A amostra foi definida por meio do número de escolas existentes no Distrito, sendo, composta por 120 gestores escolares entre diretores, vice-diretores, administradores e coordenadores pedagógicos. O instrumento utilizado foi um questionário contendo 61 perguntas. Os dados foram analisados e tabulados com o auxílio do software SPHINX. Os principais avanços educacionais obtidos pelas escolas que praticam a gestão compartilhada, segundo a visão dos gestores, foram a existência de órgãos colegiados como o conselho escolar e o conselho de classe, a participação da escola e comunidade na elaboração do projeto político pedagógico. Ao se comparar as formas de gestão praticadas, contatou-se que os gestores que trabalham em ambas as escolas se destacaram quanto ao desenvolvimento de práticas democráticas nas escolas em que atuam. Foi possível concluir que os gestores têm se empenhado em implementar uma gestão participativa, entretanto as forças contrárias ao trabalho democrático são fatores que dificultam e impedem, na maioria das vezes, a ação. Dentre os principais fatores dificultadores foram apontados a falta de valorização profissional, e o autoritarismo e individualismo de profissionais da escola. / The objective of this study to analyze the importance of participatory management for the development of public schools and municipal Icoaraci District, city of Belém, according to the vision of its managers. In reviewing the literature were analyzed, significant aspects, advances and obstacles, perceived as the process of educational development in Brazil. Were also emphasized the ups and downs of school management and the importance of promoting democratic management in schools, aiming at the participation of the school community. In the field, a search was conducted with a quantitative approach, the descriptive level. The sample was defined by the number of existing schools in the district and is composed of 120 managers from school principals, vice principals, administrators and coordinators. The instrument was a questionnaire containing 61 questions. Data were tabulated and analyzed with the aid of the Sphinx software. The main educational advances made by schools engaged in shared management, through the perspective of managers, were the existence in its interior of the collegiate bodies such as the school council and class council, the school and community participation in developing the political project teaching and the opening of school space for the local community. Comparing the forms of management practiced by state and local public schools that contacted the managers who work at both schools stood out as the development of democratic practices in schools where they work. It can be concluded that managers are struggling to implement a participatory management, however the forces opposed to democratic work are factors that hinder and prevent, in most cases, the action. Among the main factors hindering included lack of professional advancement, and authoritarianism and individualism of school professionals.

Nursing assistants (NAs) provide the majority of daily care to older adults in nursing homes (NHs); NAs working in NHs are the focus of this study. This study examined the influence of participatory management (the independent variable), and mediating variables, burnout – measured as emotional exhaustion, task performance, and affective organizational commitment, on NA withdrawal behaviors (the dependent variables absenteeism and turnover). Most of the data come from a 113-item self-administered questionnaire designed to measure NAs' perceptions of their job and work environment. Turnover data were collected from the NA's NH, on average about 16 months later. The two dependent variables were examined in separate analyses with the samples consisting of 246 participants for the absenteeism analysis and 244 for the turnover analysis. Data were analyzed using SPSS 25 and PROCESS 3.3, an SPSS macro add-in. Both ordinary least squares and logistic binary regression were used to examine the associations between variables. The results indicated that participatory management had statistically significant indirect effects on both outcomes. There were two significant mediation results for absenteeism: 1) participatory management increased NA task performance, which, in turn, decreased absenteeism and, 2) participatory management also decreased NA burnout, which, in turn, increased their performance and decreased absenteeism. There were four significant mediation results for turnover: 1) participatory management increased NA attachment to the NH, which, in turn, decreased turnover, 2) participatory management improved NAs' perceptions of their job performance, which, in turn, increased their turnover, 3) participatory management tended to decrease NA burnout, which, in turn, tended to increase attachment to the NH, and, then, tended to decrease turnover, and 4) participatory management tended to decrease NA burnout, which, in turn, tended to increase task performance, and, then, tended to increase turnover. These findings broaden the research on NAs' withdrawal behaviors and demonstrate the need to further explore this hypothesized model.

This dissertation examines state-society relationships in Turkey through the lens of efforts to promote sustainable development at the local level. To this end, it first lays out a theoretical framework to analyze the political economy of local sustainable development, for which purpose the Gramscian state theory and its applications to the political economy of the environment are deployed. The dissertation thus situates the local social-economic-environmental processes within the making of state hegemony and the uneven impacts of state behavior on the society. The dissertation employs two case studies, each based on extensive qualitative study and quantitative data from the administration of representative surveys to operationalize this framework. At both case study sites, Sultan Sazligi and Köprülü Kanyon, the Turkish state made explicit efforts to implement sustainable development through projects funded by the Global Environmental Facility, but failed to do so. In analyzing the reasons for failure, the dissertation documents how the Turkish state's hegemonic practices, interacting with local power inequalities, undercut the implementation of sustainable development. It further reveals how inequalities are perpetuated by the failure of sustainable development and how they, in turn, prove to be impediments on sustainable development implementation at the local level. The dissertation also provides a critical lens through which community-based schemes, including co-governance and participatory management, can be examined. It highlights, in particular, the role of local inequalities and anticipations shaped by the state by conducting an econometric study. It demonstrates the different channels through which exclusion from decision-making operates, impeding the democratic functioning of these institutions and undermining efforts to promote sustainable development.

No / This study examines whether German multinationals operating in an Anglo-Saxon setting design their employee relations primarily on the German or the Anglo-Saxon model. The authors¿ cross-sectional comparison with UK-owned firms provides no evidence of a transfer of the current German approach but does point to a distinctive Germanic version of the `high-road¿ variant of the Anglo-Saxon approach. Intra-German analysis shows that this is most pronounced among the types of subsidiaries that are particularly significant for disseminating employment relations innovations across the multinational, but that these also have the highest incidence of collective arrangements and the lowest incidence of the `low-road¿ variant of the Anglo-Saxon approach. In the light of recent reforms in the German industrial relations system, the findings point to an emerging new flexible collective approach with a comprehensive direct employee involvement dimension.

Créé en 2006, l’outil Parc naturel marin (PNM) a pour objectif d’instaurer une gestion durable et participative des milieux littoraux et marins, en France métropolitaine et ultramarine. Le premier PNM créé Outre-mer a vu le jour en janvier 2010, à Mayotte. Centré sur le processus de mise en place de ce parc, ce travail de thèse a pour objectif d’interroger le caractère participatif, et à ce titre innovant, d’un tel processus, dans le domaine de la gestion de l’environnement littoral et marin. Cette problématique se décline en trois points clefs. Il s’agit d’une part de poser la question de l’identification des acteurs concernés par la mise en place de ce PNM : la mission d’étude pour la création du PNM a-t-elle réussi à prendre en compte l’ensemble de ces acteurs et la complexité des liens qui les unissent à la mer et au littoral à Mayotte ? D’autre part, il convient de questionner les méthodes de concertation utilisées par la mission d’étude et de se demander dans quelle mesure elles peuvent être ou non considérées comme innovantes ? Enfin, à partir de là, il s’agit de mettre en évidence les conditions requises pour aboutir à une réelle participation des acteurs locaux à la construction d’un projet partagé de PNM. / Created in 2006, the status of Natural Marine Park (NMP) aims to promote a sustainable and participatory management of coastal and marine ecosystems, in metropolitan France and overseas French territories. In January 2010, the first oversea NMP was launched in Mayotte. Focused on the implementation process of this NMP, this work discusses the participatory nature of this process and its degree of innovation, within the framework of marine and coastal environment management. Three key issues were examined : First, the different stakeholders involved in the project were identified in order to estimate to which extent the implementation of the NMP took them into account as well as their specific relation to the littoral and marine territories. Then, the consultation methods of the preliminary study mission were analysed to assess their degree of innovation. Finally, the mandatory conditions to achieve a genuine involvment of local stakeholders in the implementation of the NMP were pointed out.

A gestão dos recursos hídricos do Brasil é relevante para o setor público, mas há um reconhecimento crescente de que as ferramentas tradicionais reguladoras não são suficientes para garantir a proteção da água minimizando os impactos antrópicos. Visando auxiliar na resolução deste problema, a legislação prevê a participação das comunidades em várias etapas do processo de gestão de recursos hídricos. Neste contexto, este estudo, realizado na APA Embu Verde localizada no Município de Embu das Artes na Região Metropolitana de São Paulo, avalia a implantação de um programa de monitoramento participativo, por meio de entrevistas, observação participante, questionários e grupo focal, considerando os níveis de Aprendizagem Social dos atores após a participação no referido programa e aplicação de uma ferramenta simplificada de biomonitoramento para voluntários. Com relação à Aprendizagem social, os voluntários atingiram os níveis de circuito simples e duplo, indicando que os processos de participação colaboram para a aquisição de conhecimentos sobre técnicas, métodos e meio físico. No entanto, não foi identificado o circuito de Aprendizagem tripla, correspondente à mobilização para a ação e solução dos problemas identificados, dado a complexidade dos mesmos. Os dados gerados pela ferramenta de biomonitoramento apresentaram resultados bastante próximos aos gerados por técnicas mais sofisticadas realizadas por especialistas, apresentando dificuldade apenas em distinguir ambientes de impactos intermediários. Além disso, o índice de voluntários apresenta caráter conservador, apontando que é mais provável que baixe a qualidade do local do que a superestime, evitando que impactos iniciais não sejam constatados. Sendo assim a prática de monitoramento participativo foi considerada uma boa ferramenta para potencializar o processo de Aprendizagem Social e levantar dados sobre a qualidade da água em riachos. / The Brazil\'s water resources management is relevant to the public sector but there is a growing recognition that the traditional regulatory tools are not enough to ensure the protection of water minimizing the anthropic impacts. In order to solve this problem, the legislation expects the participation of the communitie in several stages of the water resource management. In this context, this research performed by APA Embu Verde located in Embu das Artes, (the metropolitan area of São Paulo) rates the implantation of a participatory monitoring program by interviewing people, participant observation, questionnaires and focus group considering the level of social learning from the actors after their participation in the program and the application of a simplified tool of biomonitoring for the volunteers. Regarding the social learning, the volunteers reached the levels of Single loop learning and Double loop learning indicating that the processes of participation collaborate for the acquisition of knowledge about techniques, methods and physical means. However, the circuit of triple - loop learning has not been identified given the complexity of them. The data generated by the tool of biomonitoring, showed results very near those generated by more sophisticated techniquesperformed by experts presenting only difficulty in distinguishing environments intermediate impacts. In addition to that, the index of volunteers presents conservative character indicating that the quality of the site goes down, preventing initial impacts to be observed. Therefore, the practice of participatory monitoring was considered a good tool to enhance the social learning process and to assess water quality in streams.