Les interactions sociales se trouvent au cœur des activités économiques. Pourtant en sciences économiques, elles ne sont traitées que d'une manière limitée en se concentrant uniquement aux rapports de qu'elles entretiennent avec le marché (Mankiw and Reis, 2002). Le rôle que jouent les interactions sociales vis-à-vis des comportements des agents, ainsi que la formation de leurs attentes sont souvent négligé. Cette négligence reste d'actualité malgré que les premières contributions dans la littérature économique les ont depuis longtemps déjà identifiées comme étant de déterminants importants pour la prise des décisions des agents économiques, comme par exemple Sherif (l936), Hyman (1942), Asch (1951), Jahoda (1959) ou Merlon (1968). En revanche, dans les études de consommation (une spécialité au croisement entre les sciences économiques, de la sociologie et de la psychologie), les interactions sociales (influences sociales) sont con­sidérées comme les " ... déterminants dominants[ ... ] du comportement de l'individu ... " (Burnkrant and Cousineau, 1975). Le but de cette thèse est de construire un pont entre les interactions sociales et leur influence sur la formation des anticipations et le comportement des agents. / Social interactions are in the core of economic activities. Their treatment in Economies is however often limited to a focus on the market (Manski, 2000). The role social interactions themselves play for the behavior of agents as well as the formation of their attitudes is often neglected. This is despite the fact that already early contributions in economic literature have identified them as important determinants for the decision making of economic agents as for example Sherif (I936), Hyman (1942), Asch (1951 ), Jahoda (I 959) or Merton (1968). ln consumer research, a field on the intersection between Economies, Sociology and Psychology, on the other hand social interactions (social influences) are considered to be the" ... most pervasive determinants [ ... ] of individual 's behaviour. .. " (Bumkrant and Cousineau, 1975). The thesis at hand bridges the gap between social interactions and their influence on agents expectation formation and behavior.

Investigating howgroups communicate, build knowledge and expertise, reach consensus or collaboratively solve complex problems, became one of the main foci of contemporary research in learning and social sciences. Emerging models of communication and empowerment of networks as a form of social organization further reshaped practice and pedagogy of online education, bringing research on learning networks into the mainstream of educational and social science research. In such conditions, massive open online courses (MOOCs) emerged as one of the promising approaches to facilitating learning in networked settings and shifting education towards more open and lifelong learning. Nevertheless, this most recent educational turn highlights the importance of understanding social and technological (i.e., material) factors as mutually interdependent, challenging the existing forms of pedagogy and practice of assessment for learning in online environments. On the other hand, the main focus of the contemporary research on networked learning is primarily oriented towards retrospective analysis of learning networks and informing design of future tasks and recommendations for learning. Although providing invaluable insights for understanding learning in networked settings, the nature of commonly applied approaches does not necessarily allow for providing means for understanding learning as it unfolds. In that sense, learning analytics, as a multidisciplinary research field, presents a complementary research strand to the contemporary research on learning networks. Providing theory-driven and analytics-based methods that would allow for comprehensive assessment of complex learning skills, learning analytics positions itself either as the end point or a part of the pedagogy of learning in networked settings. The thesis contributes to the development of learning analytics-based research in studying learning networks that emerge fromthe context of learning with MOOCs. Being rooted in the well-established evidence-centered design assessment framework, the thesis develops a conceptual analytics-based model that provides means for understanding learning networks from both individual and network levels. The proposed model provides a theory-driven conceptualization of the main constructs, along with their mutual relationships, necessary for studying learning networks. Specifically, to provide comprehensive understanding of learning networks, it is necessary to account for structure of learner interactions, discourse generated in the learning process, and dynamics of structural and discourse properties. These three elements – structure, discourse, and dynamics – should be observed as mutually dependent, taking into account learners’ personal interests, motivation, behavior, and contextual factors that determine the environment in which a specific learning network develops. The thesis also offers an operationalization of the constructs identified in the model with the aim at providing learning analytics-methods for the implementation of assessment for learning. In so doing, I offered a redefinition of the existing educational framework that defines learner engagement in order to account for specific aspects of learning networks emerging from learning with MOOCs. Finally, throughout the empirical work presented in five peer-reviewed studies, the thesis provides an evaluation of the proposed model and introduces novel learning analytics methods that provide different perspectives for understanding learning networks. The empirical work also provides significant theoretical and methodological contributions for research and practice in the context of learning networks emerging from learning with MOOCs.

This dissertation consists of three chapters that study social influence and the diffusion of information in decision making contexts with limited observable outcomes. Chapter 1 studies social interactions and female genital mutilation (FGM), a traditional procedure of removing the whole or part of the female genitalia for non-medical reasons. Using survey data from Egypt, this paper attempts to identify effects of peer adoption and medicalization on a household's decision to opt for FGM. We find that households are less likely to adopt if their peers adopt less and (in certain areas) if medicalization is more widely used by their peers. Chapter 2, using a lab experiment, studies how influence of any given agent in a social network is driven by assessments of their reliability by network members based on observations of their past behavior. Agents repeatedly make choices, the optimality of which depends on an unobserved state of the world; they are able to communicate those choices with their social peers; and earn a reward after the last period. We enrich the non-Bayesian DeGroot model by postulating that the extent to which network members are influenced by a peer member depends on the extent of nonconformity, variability and extremeness of their past choices. We find that inferred reliability has an effect as significant as network centrality on social influence; when weighting the views of their peers, individuals are sensitive to their observed behavior, especially for those peers with low centrality. Chapter 3 analyzes the effects of a large-scale randomized intervention which provided incentivized block grants with the aim of improving twelve health and education outcomes. Communities were incentivized by having grants sizes dependent on performance. Our goal is to refine an earlier intention-to-treat evaluation, by examining the intervention's heterogeneous effect on the different subpopulations of households defined by their participation in health information outreach. We find that incentivized grants have a strong effect on immunization rates of children from households participating in outreach activities: as high as a 14.3% increase for children aged six months or less, compared to a maximum average treatment effect of 3.7%.

abstract: In response to the recent publication and media coverage of several books that support educating boys and girls separately, more public schools in the United States are beginning to offer same-sex schooling options. Indeed, students may be more comfortable interacting solely with same-sex peers, as boys and girls often have difficulty in their interactions with each other; however, given that boys and girls often interact beyond the classroom, researchers must discover why boys and girls suffer difficult other-sex interactions and determine what can be done to improve them. We present two studies aimed at examining such processes. Both studies were conducted from a dynamical systems perspective that highlights the role of variability in dyadic social interactions to capture temporal changes in interpersonal coordination. The first focused on the utility of applying dynamics to the study of same- and mixed-sex interactions and examined the relation of the quality of those interactions to participants' perceptions of their interaction partners. The second study was an extension of the first, examining how dynamical dyadic coordination affected students' self-perceived abilities and beliefs in science, with the intention of examining social predictors of girls' and women's under-representation in science, technology, engineering, and mathematics. / Dissertation/Thesis / Ph.D. Family and Human Development 2012

A presente dissertação versa sobre o desenvolvimento de grupos e suas interações, a partir de diferentes estratégias de formação em um ambiente virtual de aprendizagem (AVA). Para isso, buscou-se investigar a influência na organização e trajetória destes alunos, durante a realização de dinâmicas de grupo. A modalidade de ensino escolhida foi a Educação a Distância (EAD), por detectar um desafio, frente à dificuldade dos educadores em aplicar tarefas colaborativas em suas propostas pedagógicas. Desta forma, para atingir esse fim, foi realizado um curso de extensão para acompanhar as interações e o desenvolvimento dos grupos através das funcionalidades do AVA ROODA. A metodologia utilizada na pesquisa foi a quali-quantitativa, com abordagem descritiva, do tipo estudo de caso. Para análise dos dados de interação, a pesquisa contou, principalmente, com as informações apresentadas nas funcionalidades Fórum, Contatos e Mapa Social do AVA ROODA, como também com questionários e observação participante da pesquisadora. Com o estudo, conseguiu-se delinear o desenvolvimento dos sujeitos quando estão trabalhando com dinâmicas de grupo na EAD. Assim, verificou-se que as interações sociais influenciam nos comportamentos dos indivíduos, principalmente nas relações existentes entre os sujeitos e o meio em que convivem. Além disso, os resultados indicam que a utilização de estratégias de formação, viabiliza de forma eficiente a realização de dinâmicas de grupo nesta modalidade a distância. / This dissertation deals with the development of groups and their interactions, from different training strategies in a virtual learning environment (VLE). For this, we sought to investigate the influence on the organization and trajectory of these students, while conducting group dynamics. The chosen mode of education was Distance Education (EAD), for detecting a challenge facing the difficulty of educators in applying collaborative tasks in their educational proposals. Thus, to achieve this purpose, it performed an extension course to follow interactions and development of groups through the features of AVA ROODA. The methodology used in the research was qualitative and quantitative with descriptive approach of a case study. For analysis of interaction data, the research was mainly with the information presented in functionality Forum, Contacts and Social AVA ROODA Map, as well as questionnaires and participant observation the researcher. To the study, it was possible to outline the development of the subjects when they are working with group dynamics in EAD. Thus, it was found that social interactions influence the behavior of individuals, especially in the relationship between the subjects and the environment they live. Furthermore, the results indicate that the use of training strategies enables efficiently performing group dynamics this embodiment the distance.

The aim of this study was to identify and investigate preschool teachers’ experiences and views on the role of outdoor education on social interactions. The research questions were: How do the teachers conceptualize outdoor activities’ role on social interactions in multicultural preschool settings? How do the teachers foster social interactions through outdoor education? What kind of challenges have the teachers faced regarding outdoor education in multicultural preschool groups? Semi-structured interviews were conducted with five preschool teachers from three different preschools in a multicultural suburb in southern Sweden. The results showed that – despite children’s possible aversions to engaging in activities in the outdoors - outdoor activities are supportive of the development of closer bonds within the group. According to the teachers interviewed, the natural settings bring calmness and openness, therefore this environment facilitates social interactions among children. The lack of strictly preplanned activities offer children opportunities to follow their interests and to have shared experiences through the discovery of nature. Their willingness for collaborative explorations is a basis for joint play, discussion and group work.

Made available in DSpace on 2015-05-14T13:16:09Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3122348 bytes, checksum: 55491e3ee81fbabe071b5f7a921d1baa (MD5) Previous issue date: 2011-11-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main objective of this thesis was to examine parental socialization goals made by mothers and fathers with respect to the development of their children. The parental socialization goals were focused from integracionalist theories that view the development of children from the socio-cultural, placing the social dimension as a key aspect for human development. The parental socialization goals appear as a relevant field of research for understanding human development, because they are directly linked to parenting styles towards children, and socializing the fundamental axis around in which family interactions are articulated. The principle of bidirectionality demonstrates that development is a product of interaction between child characteristics and the characteristics of people who socialize, placing a sync between children s development and their parental behavior. The study used the technique of field research of a descriptive nature; the locus of the research was the participants' home residences in the city of Joao Pessoa, Paraiba. We interviewed 18 couples, each spouse individually with children 12 to 48 months, who responded to a questionnaire and an interview with semi-structure. The contents of the interviews were treated according to the technique of content analysis proposed by Bardin. Each interview was treated in depth and the results were analyzed in a quantitative and qualitative approach, presented in simple frequency of the reference values of verbal expressions, carried out by inference and interpretation, which allowed the identification of nine categories, 40 subcategories and 643 units of analysis. The results showed more similarities than differences between the goals pursued by mothers and fathers, verifying that the efforts are more likely to be that of combining responsibilities in pursuit of a co-parenting. The differences between mother and father were seen as complementary. The father is presented only as a reflection or replacement of the mother, but as a relevant participant to the child s development. Both mothers and fathers were more focused and committed to the responsibility of educating and caring for children observing a social construction of the current historical context. / O objetivo principal da presente tese foi analisar as metas parentais de socialização apresentadas por mães e pais com relação ao desenvolvimento de seus filhos. As metas parentais de socialização foram enfocadas a partir das teorias interacionistas, que concebem o desenvolvimento da criança a partir do meio sócio-cultural, colocando a dimensão social como um aspecto primordial para o desenvolvimento humano. As metas parentais de socialização configuramse como um campo relevante da pesquisa, para compreensão do desenvolvimento humano por estarem diretamente vinculadas aos estilos parentais dirigidos à criança, sendo a socialização o eixo fundamental em torno do qual se articulam as interações familiares. O princípio da bidirecionalidade demonstra que o desenvolvimento é um produto da interação entre as características da criança e as características das pessoas que as socializam, ocorrendo uma sincronia entre o seu desenvolvimento e a conduta parental. O estudo utilizou a técnica de pesquisa de campo de caráter descritivo, o lócus da realização da pesquisa foi nas residências domiciliares dos participantes, na cidade de João Pessoa, no estado da Paraíba. Foram entrevistados 18 casais, cada cônjuge individualmente, com filhos de 12 a 48 meses, que responderam a um questionário e a uma entrevista com roteiro semi-estruturado. Os conteúdos das entrevistas foram tratados de acordo com a técnica de Análise de Conteúdo proposta por Bardin. Cada entrevista foi estudada em profundidade e os resultados tratados e analisados de forma quantitativa e qualitativa, apresentados em frequência simples dos valores de referencia das manifestações verbais, por inferência e interpretação, o que possibilitou a identificação de 9 Categorias, 40 subcategorias e 643 Unidades de Análises. Os resultados demonstraram mais semelhanças do que diferenças, nos relatos apresentados pelas mães e pais, verificando-se que os esforços tendem mais a ser no sentido de combinar responsabilidades na busca de uma co-paternidade. As diferenças encontradas entre a mãe e o pai foram vistas como complementares, o pai não se apresentou apenas como um reflexo ou substituição da mãe, mas como um participante relevante para o desenvolvimento da criança. Tanto as mães como os pais estavam mais voltados e comprometidos com a responsabilidade de educar e cuidar dos filhos, verificando-se uma construção social do atual contexto histórico.

A presente dissertação versa sobre o desenvolvimento de grupos e suas interações, a partir de diferentes estratégias de formação em um ambiente virtual de aprendizagem (AVA). Para isso, buscou-se investigar a influência na organização e trajetória destes alunos, durante a realização de dinâmicas de grupo. A modalidade de ensino escolhida foi a Educação a Distância (EAD), por detectar um desafio, frente à dificuldade dos educadores em aplicar tarefas colaborativas em suas propostas pedagógicas. Desta forma, para atingir esse fim, foi realizado um curso de extensão para acompanhar as interações e o desenvolvimento dos grupos através das funcionalidades do AVA ROODA. A metodologia utilizada na pesquisa foi a quali-quantitativa, com abordagem descritiva, do tipo estudo de caso. Para análise dos dados de interação, a pesquisa contou, principalmente, com as informações apresentadas nas funcionalidades Fórum, Contatos e Mapa Social do AVA ROODA, como também com questionários e observação participante da pesquisadora. Com o estudo, conseguiu-se delinear o desenvolvimento dos sujeitos quando estão trabalhando com dinâmicas de grupo na EAD. Assim, verificou-se que as interações sociais influenciam nos comportamentos dos indivíduos, principalmente nas relações existentes entre os sujeitos e o meio em que convivem. Além disso, os resultados indicam que a utilização de estratégias de formação, viabiliza de forma eficiente a realização de dinâmicas de grupo nesta modalidade a distância. / This dissertation deals with the development of groups and their interactions, from different training strategies in a virtual learning environment (VLE). For this, we sought to investigate the influence on the organization and trajectory of these students, while conducting group dynamics. The chosen mode of education was Distance Education (EAD), for detecting a challenge facing the difficulty of educators in applying collaborative tasks in their educational proposals. Thus, to achieve this purpose, it performed an extension course to follow interactions and development of groups through the features of AVA ROODA. The methodology used in the research was qualitative and quantitative with descriptive approach of a case study. For analysis of interaction data, the research was mainly with the information presented in functionality Forum, Contacts and Social AVA ROODA Map, as well as questionnaires and participant observation the researcher. To the study, it was possible to outline the development of the subjects when they are working with group dynamics in EAD. Thus, it was found that social interactions influence the behavior of individuals, especially in the relationship between the subjects and the environment they live. Furthermore, the results indicate that the use of training strategies enables efficiently performing group dynamics this embodiment the distance.

Boa parte (senão todos) os fundamentos culturais de uma sociedade convergem em seu modo particular e sistemático de lidar com a morte, formulando prescrições técnicas e simbólicas que estabelecem códigos de conduta, instituem papéis profissionais etc., de modo a integrar a morte à realidade social e garantir a restauração da vida comunitária após a morte de um ou alguns de seus membros. Mas tais prescrições operam muito além dos momentos de luto e, de fato, condicionam largamente todas as interações sociais que compõem a vida cotidiana das pessoas - por isto mesmo, os sistemas de lida com a morte apresentam grande interesse para a Psicologia Social, embora venham sendo estudados incipientemente neste campo. O presente estudo visa contribuir para o necessário aprofundamento conceitual e metodológico sobre o assunto, primeiramente através da delimitação de campo dos sistemas de lida com a morte, a descrição de suas estruturas e funcionalidades e o estabelecimento de uma terminologia clara, já que estes sistemas têm sido nomeados na literatura especializada, indistintamente, como mortuários, tanatológicos, funerários ou necro-sistemas; adicionalmente, através do estudo comparativo de dois grupos humanos contemporâneos que apresentam características histórico culturais específicas: os moradores da cidade de Lins-SP (linenses) e os remanescentes Bororo que vivem em onze aldeias no estado de Mato Grosso. Nesta perspectiva, o trabalho compreendeu uma revisão da literatura em busca das elucidações teóricas visadas, bem como uma pesquisa empírica que consistiu de levantamento bibliográfico e exame de fontes documentais sobre a estrutura e a dinâmica social de ambos os grupos, a história da ocupação e das transformações dos territórios por eles habitados, seus principais mitos fundadores e as instituições, práticas, discursos, técnicas e símbolos utilizados na lida com a morte. Estas informações foram complementadas por observações participantes e entrevistas temáticas semi-estruturadas, tendo sido realizadas onze entrevistas (sete linenses e quatro Bororo) e uma visita de nove dias à aldeia Meruri. As informações colhidas foram interpretadas à luz das teorias estudadas, na perspectiva da fenomenologia hermenêutica. Os resultados permitem constatar que ambos os grupos, frente às alterações sócio-culturais intensificadas nas últimas décadas, vivenciaram um progressivo distanciamento dos indivíduos adoentados, moribundos e enlutados. Contudo, e a despeito do intenso processo de aculturação dos Bororo, este grupo ainda guarda diferenças marcantes em relação aos linenses quanto ao modo de lidar com a morte. Sobretudo, os Bororo mantém a possibilidade de expressar coletivamente sua dor e de vivenciar o luto comunitariamente, enquanto aos linenses restam apenas formas privadas e discretas; além disto, os Bororo guardam muito maior proximidade com tudo o que cerca a morte e o morto. Em ambos os grupos confirma-se que o aparato técnico e simbólico de lida com a morte representa um importante organizador psicossocial, pois orienta e auxilia as pessoas no enfrentamento individual e/ou coletivo da morte, favorecendo a elaboração dos impactos psíquicos e a reorganização dos papéis e vínculos sociais. Também se verificou, em ambos os grupos, fenômenos indicativos de ataques aos seus respectivos sistemas de lida com a morte que, ao que parece, contribuem para aumentar o distanciamento de todas as faces e nuances da morte / Many of (if not all) the cultural foundations of a society converge in their particular and systematic way of dealing with death, formulating technical and symbolic prescriptions that establish codes of conduct, institute professional roles etc., in order to integrate death to social reality and ensure the restoration of life in community after the death of one or some of its members. But such prescriptions operate far beyond the mourning period and, in fact, theywidely affect all social interactions that make up the everyday life of people for this reason, the systems of dealing with death show great interest to Social Psychology, although they have been studied incipiently in this field. This study aims to contribute to the necessary conceptual and methodological deepening of the subject, first through the delimitation of the field of systems of dealing with death, the description of their structures and functionalities and the establishment of clear terminology, since these systems have been named in specialized literature, interchangeably, as mortuary, thanatological, Funeral or necrosystems; additionally, through the comparative study of two contemporary human groups that have specific historical cultural features: the residents of the city of Lins-SP (linenses) and the remaining Bororo people that live in eleven villages in the state of Mato Grosso. In this perspective, the paper comprised a revision of the literature searching the targeted theoretical elucidationsas well as empirical research consisted of bibliographical survey and examination of documental sources about the structure and social dynamics of both groups, the history of the occupation and transformation of the territories inhabited by them, their major founding myths and institutions, practices, speeches, techniques and symbols used when dealing with death. This information was complemented with participant observation and semi-structured thematic interviews, eleven interviews have been made (seven linenses and four Bororo) and a nine-day visit to Meruri village. The collected information was interpreted in light of the studied theories, in the perspective of hermeneutic phenomenology. The results help determine that both groups before the intensified socio and cultural changes in the last decades, have been keeping a progressive distance from sick, dying and bereaved individuals. However, and despite the intense process of acculturation of the Bororo, this group still keeps striking differences from the linenses regarding the way they deal with death. Above all, the Bororo maintain the possibility to express their grief collectively and get through their mourning communally, whereas for the linenses there are only private and discrete ways; furthermore the Bororo keep a closer relationship with everything surrounding the death and the dead. In both groups it is confirmed that the technical and symbolic apparatus to copy with death is an important psychosocial organizer, as it guides and assists people when copying with death individually and/or collectively, favoring the elaboration of psychic impacts and reorganization of roles and social ties. It has also been found, in both groups, indicative phenomena of attacks to their respective systems of dealing with death, it seems that they contribute to increase the distance from all the faces and nuances of death

Made available in DSpace on 2015-04-11T13:40:59Z (GMT). No. of bitstreams: 1 raianne souza.pdf: 863280 bytes, checksum: 07764e35fe56209ff8958a5a30d81a8e (MD5) Previous issue date: 2013-07-15 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This piece of work has comprised the theme of social interactions between students and the learning process in a school under the perspective of the Constructivist Sociocultural approach. It has consisted in a qualitative-based research done with eighteen students 6th Grade on fundamental level at a Manaus/AM state-owned school. Its general objective was to analyze the relations between the students´ social interactions and the learning process and the specific goals were identify social interactions among the students within the classroom environment and investigate the meanings and senses attributed to the learning process inside the school by students. The contributions of Valsiner have allowed us to have a wide, complex and critical look onto the learning processes and the human development springing up from the interaction between pairs inside a school as well as an outlining of an educational approach supported in the dialogue prospect and cooperation in classroom. The material analyzed resulted from semi-structured audio-recorded interviews and participant observation on field diary studies. The results confirmed that the school and family are the pillars in the process of Subjectivity constitution and citizenship formation, as well as they indicated that the pedagogical practices performed by most teachers must be thought over again and transformed by acknowledging the social interactions among students inside the classroom, mainly in the group activities as an enforceable and effective strategy aiming at building up learning from the school environment and the promoting human development, besides the possible prospects of a future in the sense of employability and quality of life. It was concluded that studying the between pairs social interaction and the learning process in the school environment has proved intriguing as a challenge the Educational and School Psychology in regards to the educational practices focusing onto the individual as a being in regards with his/her peers and inserted in a historical and cultural context, where transforms the environment and him/her dialectically by performance an active role in the constitution of being, thinking and acting about the world. / Este trabalho abordou a temática das interações sociais entre alunos e o processo de aprendizagem escolar sob o olhar da Abordagem Sociocultural Construtivista. Consistiu numa pesquisa de cunho qualitativo, realizada numa turma do 6º ano do ensino fundamental de uma escola estadual da cidade de Manaus/AM, sendo o recorte dezoito alunos. Teve como objetivo geral analisar a relação entre as interações sociais entre alunos e o processo de aprendizagem escolar e como objetivos específicos identificar as interações sociais entre alunos na sala de aula e investigar os significados e os sentidos atribuídos à aprendizagem escolar pelos alunos. As contribuições de Valsiner permitiram um olhar amplo, complexo e crítico sobre os processos da aprendizagem escolar e do desenvolvimento humano a partir das interações entre pares, bem como um delineamento de uma proposta educativa alicerçada na perspectiva do diálogo e da cooperação na sala de aula. O material analisado resultou de entrevistas semiestruturadas gravadas em áudio e de observação participante registrada em diário de campo. Os resultados confirmaram que a escola e a família são os pilares no processo de constituição da subjetividade e da formação cidadã, bem como indicaram que as práticas pedagógicas desenvolvidas pela maioria dos professores precisam ser repensadas e transformadas reconhecendo-se o papel das interações sociais entre alunos na sala de aula, especialmente nas atividades grupais, como uma estratégia exequível e eficaz na construção da aprendizagem escolar e na promoção do desenvolvimento humano, além da possibilidade de perspectiva do futuro no sentido da empregabilidade e qualidade de vida. Concluiu-se que estudar a relação da interação social entre pares e a aprendizagem escolar demonstrou ser um desafio intrigante à Psicologia Escolar e Educacional na proposição de saberes e práticas educativas que primam à compreensão do sujeito enquanto ser constituído na relação com o outro e inserido num contexto histórico e cultural, no qual o transforma e dialeticamente é transformado desempenhando papel ativo na constituição do ser, pensar e agir sobre o mundo.