Nesta tese estudam-se processos de Aprendizagem Social ocorridos na comunidade ribeirinha de São Carlos do Jamari, localizada às margens do rio Madeira em Rondônia, desencadeados pela situação de desastre ocorrida na inundação total da comunidade durante cerca de quatro meses no ano de 2014. O contexto histórico é concomitante com a implantação de duas grandes usinas hidrelétricas no leito do Madeira: Santo Antônio e Jirau. A hipótese utilizada é a de que ocorreram e ocorrem processos de Aprendizagem Social na comunidade de São Carlos do Jamari decorrentes do desastre socioambiental vivido, mas que não são potencializados pelo poder público e, consequentemente, não influenciam os processos de tomada de decisão da gestão ambiental. O objetivo geral da pesquisa foi de compreender processos de Aprendizagem Social em São Carlos do Jamari decorrentes da inundação da comunidade em 2014. E os objetivos específicos foram: analisar qual a leitura dos principais atores sociais sobre o desastre causado pela inundação e de qual forma o poder público lida com isso; analisar o que e como os habitantes da comunidade de São Carlos do Jamari aprenderam e aprendem com a ocorrência do desastre; sistematizar os conhecimentos e práticas que os atores envolvidos consideram necessários para lidar com a nova situação de vulnerabilidade em que se encontram. A metodologia de pesquisa pautou-se no Estudo de Caso, com a realização de três idas a campo 2015, 2016 e 2017 , trabalhando-se com três atores sociais envolvidos no caso: moradores da comunidade, lideranças do Movimento dos Atingidos por Barragens (MAB) e trabalhadores da Defesa Civil municipal de Porto Velho. Os instrumentos de coleta de dados utilizados foram entrevistas, grupos focais, conversas informais e observação direta. As entrevistas e grupos focais foram gravados e transcritos, e as observações diretas e conversas informais registradas em diário de campo. Por meio da Análise de Conteúdo dos dados, foi revelado que os comunitários manifestaram uma leitura do desastre associando suas causas ao barramento contemporâneo do rio Madeira. As lideranças do MAB expressam uma leitura do desastre complexa, articulando elementos da natureza maior precipitação com causas humanas, a instalação das usinas e sua operação orientada por interesses de maiores lucros. Já os trabalhadores da Defesa Civil têm uma leitura naturalizada da catástrofe, escamoteando as variáveis humanas que possam ter influenciado no fenômeno, e assumindo uma postura tecnicista de relação com a natureza. No tocante aos processos de aprendizagem estabelecidos na comunidade no contexto estudado, os dados revelaram três dimensões da aprendizagem que permeiam os momentos do desastre: a relação Comunidade-Comunidade, a relação Comunidade-Território e a relação ComunidadeEstado. Nesse contexto, os participantes da pesquisa elencam como conhecimentos e práticas necessárias para lidar com essa nova situação de vulnerabilidade que se encontram: a ampliação da democracia participativa, um novo modo de organização social, e meio suporte do poder público. Os achados são amplamente dialogados com a visão sociológica da Sociedade de Risco e a literatura científica do referencial da Aprendizagem Social. Confirmase a hipótese inicial de pesquisa, e apontam-se possibilidade de superação da situação atual, por meio da implantação de plataformas multiatores de processos de Aprendizagem Social. / In this thesis are studied Social Learning processes occurring in the community of São Carlos do Jamari, located on the banks of the Madeira River in Rondônia, triggered by the disaster situation that occurred as a consequence of the complete flood of the community throughout four months in the year 2014. The historical context is concomitant with the implementation of two large hydroelectric plants in the Madeira river: Santo Antônio and Jirau. The hypothesis used is that Social Learning processes occurred in the community of São Carlos do Jamari due to the socioenvironmental disaster, but they are not promoted by the public power and, consequently, do not influence the decision-making processes of the environmental management. The general objective of the research was to understand Social Learning processes in São Carlos do Jamari resulting from the flood of the community in 2014. The specific objectives were: to analyze the reading of the disaster caused by the flood manifested by the main social actors involved and how the public power deals with this; analyze what and how the inhabitants of the community of São Carlos do Jamari learned and learn from the occurrence of the disaster; systematize the knowledge and practices that the actors involved consider necessary to deal with the new situation of vulnerability in which they are. The research methodology was based on the Case Study, with three field trips - 2015, 2016 and 2017 -, working with three social actors involved in the case: residents of the community, leaders of the Movement of People Affected by Dams (MAB) and workers of the Municipal Civil Defense of Porto Velho. As data collection instruments were used interviews, focus groups, informal conversations and direct observation. Interviews and focus groups were recorded and transcribed, and direct observations and informal conversations registered in field diaries. Through the Content Analysis of the data, it was revealed that the community showed a reading of the disaster associating its causes to the contemporary damming of the Madeira River. The MAB leaders express a complex reading of the disaster, articulating elements of nature - greater precipitation - with human causes, the installation of the power plants and its operations driven by interests of higher profits. On the other hand, Civil Defense workers have a naturalist reading of the catastrophe, veiling the human variables that may have influenced the phenomenon, and assuming a technicist position regarding nature. With regard to the learning processes established in the community in the context studied, the data revealed three dimensions of learning that permeate the moments of the disaster: the community-community relationship, the community-territorial relationship and the community-state relationship. In this context, the participants of the research list as knowledge and practices necessary to deal with this new situation of vulnerability: the expansion of participatory democracy, a new mode of social organization, and a stronger support of the public power. The findings are widely discussed with the sociological view of the Risk Society and the scientific literature of the Social Learning framework. The initial hypothesis of research is confirmed, and it is possible to overcome the current situation through the implementation of multi-platform platforms of Social Learning processes.

O objetivo da pesquisa foi analisar se a participação de atores sociais em espaços coletivos de deliberação contribui efetivamente para melhorar a governança local em espaços rurais. Com base em duas experiências recentes de promoção do desenvolvimento regional nos Estados brasileiros de Minas Gerais e Ceará, discute-se como a interação entre diferentes atores influencia a alteração de comportamentos e a estruturação de ações coletivas que resultam em projetos territoriais voltados ao desenvolvimento. O que se destaca nessas experiências é o rompimento com a reprodução monótona, no âmbito dos vários conselhos gestores espalhados pelo Brasil, de padrões setoriais, pouco diversificados e com forte ênfase municipal da participação social. A principal conclusão do estudo é que a estruturação de espaços coletivos de deliberação e intercâmbio públicos encerram grande potencial de fortalecer a governança local e contribuir para o desenvolvimento de regiões rurais. / The purpose of this research was to analyze if the participation of social actors in collective spaces of public deliberation contributes effectively to improve the local governance in rural areas. On the basis of two recent experiences of planning for the regional development in the Brazilian States of Minas Gerais and Ceará, are argued how the interaction between different actors influences the alteration of behaviors and facilitates the sprouting of collective actions that result in territorial projects to the development. What it is distinguished in these experiences is the disruption with the monotonous reproduction, in the scope of the some participatory forums spread by Brazil, of sectorial standards, little diversified and with strong municipal emphasis of the social participation. The main conclusion of the study is that collective spaces of public deliberation and interchange disclose great potential to fortify the territorial governance and to contribute for the development of rural regions.

A gestão dos recursos hídricos passou por profundas transformações ao longo dos últimos vinte anos. A crescente complexidade e interdependência dos problemas associados a demanda e oferta por água em quantidade e qualidade adequadas levou ao aumento de conflitos entre os atores sociais. A resposta institucional foi uma maior flexibilização das normas que regulam o uso dos recursos hídricos. Estas reformas promoveram especificamente a participação de um maior número de atores sociais nas questões relacionadas à água, garantindo-lhes também maior poder no planejamento, gestão e implementação de políticas públicas. O expoente desta tendência é a União Européia através da promulgação da Diretiva Européia para a Água. Entretanto, maior participação é o primeiro passo para uma gestão mais solidária e sustentável da água. Mais do que participação, é a capacidade de aprender com o outro que amplia a possibilidade de soluções sustentáveis. Nesta pesquisa analisamos os fatores e condições que transformam os espaços de participação em processos de aprendizagem social, onde atores sociais modificam suas percepções e práticas sobre a água promovendo uma gestão mais sustentável. Como exemplo, foram analisados dois estudos de caso - um na Bélgica e outro no Reino Unido - onde foi promovida a implementação da Diretiva Européia para a Água. Estes estudos de caso revelam que práticas de gestão participativa não evoluem necessariamente para processos de aprendizagem social sendo que liderança, facilitação profissional e a forma como se estabelecem as relações entre Estado e Sociedade exercem um papel importante na promoção dessas mudanças. / Water management has undergone profound changes over the past twenty years. The increasing complexity and interdependence of problems associated with water supply and demand has led to increasing conflicts between social actors involved with water management. The institutional response was a further reform of the rules governing the use of water resources. These reforms promoted participation of a greater number of social actors while guaranteeing them greater stakes in planning, management and implementation of public policies. The spearhead of this trend is the European Union through the enactment of the Water Framework Directive. However, increased participation is the first step towards a more cohesive and sustainable water management system. More than participation, it is the ability to learn together that allows for sustainable solutions. This research analyses the factors and conditions that allows public engagement to go beyond participation and create social learning processes, in which social actors exchange their perceptions and transform their practices, leading to sustainable watershed co-management. Two case studies are analysed, one in Belgium and another in the UK.

A presente pesquisa dedicou-se ao tema da aprendizagem social por meio de uma abordagem psicológica cultural deste fenômeno, agregando ainda contribuições ao tema advindas da Psicologia Moral. Buscou-se identificar diferenças nas representações de crianças pré-escolares quanto às estratégias que utilizam para resolver conflitos interpessoais, em função das diferentes relações por elas vivenciadas em um ambiente mais democrático e cooperativo e em outro com maior orientação autocrática e coercitiva. Assim, foram entrevistadas 27 crianças, com 4 a 5 anos de idade, provenientes de duas creches públicas que apresentavam as características citadas. As professoras responsáveis pelos grupos de crianças pesquisados também participaram respondendo a um questionário acerca de seus valores, representações e atitudes relacionados a sua mediação em situações de conflitos interpessoais vivenciados por seus alunos. O conjunto de relatos foi analisado de forma fundamentalmente qualitativa, tendo por base a técnica de análise de conteúdo e, no caso das crianças, como categorias, a agressão, a submissão e a assertividade, além de outras categorias ambivalentes. Os resultados obtidos indicaram relação entre o ambiente democrático e habilidades mais sofisticadas e apropriadas socialmente de resolução de conflitos reportadas pelas crianças e, inversamente, uma relação entre o ambiente autocrático e habilidades menos desenvolvidas de resolução de conflitos indicadas pelas crianças / The present work was dedicated to the investigation of the theme social learning by means of a cultural psychological approach of the phenomenon, allied to contributions from Moral Psychology. We attempted to identify differences in preschool children\'s representations with respect to the strategies that they utilize to resolve interpersonal conflicts, as a function of the different relations they experience in a more democratic and cooperative environment compared to a more authoritarian and coercive ambient. To attend this purpose, 27 children aged between 4 and 5 years and attending two public day care centers with the abovementioned characteristics were interviewed. The teachers that were in charge of the investigated groups also participated in the study by answering a questionnaire about their values, representations, and attitudes regarding their mediation of the events of interpersonal conflicts experienced by their pupils. The collected data was basically analyzed from a qualitative approach, on the basis of content analysis and, in the case of the children, on the basis of categories such as aggression, submission, and assertiveness, besides other ambivalent categories. The obtained results indicated that there is a relationship between a more democratic environment and more sophisticated and adequate social skills for the resolution of conflicts, as reported by the children. Conversely, an authoritarian ambient resulted in less developed social skills in terms of conflict resolution, as indicated by children\'s reports

A temática medular do presente trabalho versa sobre a aprendizagem social e a participação na gestão do saneamento básico. Mais especificamente, o foco da pesquisa está no âmbito das questões relativas aos métodos utilizados para provocar o engajamento dos atores e os mecanismos de controle social atualmente empregados na gestão do saneamento básico nos municípios de Iperó e Mairinque, no estado de São Paulo. A metodologia de pesquisa aplicada nesta tese é o estudo de caso, devido às vivências no projeto Metodologias para fortalecimento do controle social na gestão em saneamento, desenvolvido com recursos do Programa de Pesquisa em Saúde e Saneamento da Fundação Nacional da Saúde (FUNASA), em convênio com o Instituto de Energia e Ambiente da Universidade de São Paulo (IEE/USP). O objetivo principal é identificar os principais saberes proporcionados pela aplicação dos instrumentos participativos utilizados nos processos de instalação do controle social na discussão da gestão do saneamento básico nesses municípios. Para tanto, busca-se examinar a complexidade das relações entre meio ambiente e sociedade de risco globalizada, o cenário do saneamento no Brasil e na região das bacias hidrográficas dos rios Sorocaba e Médio Tietê, a gestão do saneamento nos municípios de Iperó e Mairinque e os conceitos de aprendizagem social neste âmbito. De acordo com os diálogos entre os atores do poder público e a sociedade civil, fica evidente a importância da participação e do controle social nos processos de gestão do saneamento básico. Em particular, o Município de Mairinque demonstra engajamento para convergir aos dispostos da Lei 11.455/2007 do controle social no saneamento, no sentido da construção e do aperfeiçoamento dos mecanismos que possibilitam o envolvimento da população junto aos processos de gestão do saneamento básico. / The core theme of this paper is the social learning process and participation in basic sanitation management. More specifically, the focus of the research is on the issues related to the methods used to provoke stakeholders engagement and the mechanisms of social control currently employed in the management of basic sanitation in the municipalities of Iperó and Mairinque, in the state of São Paulo. The research methodology applied in this thesis is the case study, due to experiences in the project \"Methodologies for strengthening social control in sanitation management\", developed with resources from the Health and Sanitation Research Program of the National Health Foundation (FUNASA), in partnership with the Institute of Energy and Environment of the University of São Paulo (IEE / USP). The main objective is to identify the major knowledge provided by the application of the participatory instruments used in the processes of installation of social control in the discussion of the management of basic sanitation in these municipalities. In order to do so, we seek to examine the complexity of the relationship between the environment and globalized risk society, the scenario of sanitation in Brazil and the region of the Sorocaba and Meio Tietê river basins, the management of sanitation in the municipalities of Iperó and Mairinque and the concepts of social learning in this field. According to the dialogues between the actors of public power and civil society, the importance of participation and social control in the processes of management of basic sanitation is evident. In particular, the Municipality of Mairinque demonstrates its commitment to converge to those, established by Law 11455/2007 of social control in sanitation, in the sense of building and perfecting the mechanisms that enable the population to be involved in basic sanitation management processes.

Estima-se que cerca de 800 mil pessoas vivam da atividade de catação de materiais recicláveis no Brasil. Apenas na cidade de São Paulo existem oficialmente 63 cooperativas de catadores organizados, além de diversos outros grupos e associações. São pessoas que encontraram nos materiais recicláveis uma alternativa para sua manutenção e, mais do que isso, uma nova maneira de se organizar política e coletivamente. Por reconhecer a relevância social e pedagógica de processos de formação entre grupos de pessoas pouco escolarizadas e em situação de maior vulnerabilidade social, procuramos conhecer os espaços de aprendizagem social que se configuram no interior de uma cooperativa de catadores de materiais recicláveis, a Coopere-Centro, localizada na região central da cidade de São Paulo. O objetivo principal da pesquisa foi identificar quais conhecimentos estão presentes no trabalho dos catadores e, por outro lado, quais são suas demandas formativas. De natureza qualitativa, com abordagem etnográfica, a pesquisa empregou técnica de observação participante, com a pesquisadora convivendo e trabalhando com os catadores em suas diferentes funções dentro da cooperativa ao longo de sete meses de coleta de dados. Foram também realizadas três entrevistas semiestruturadas com coordenadores da cooperativa. Identificamos uma série de práticas de letramento, bem como uma atividade profissional complexa, repleta de significados e de valor social e pedagógico no cotidiano dos catadores organizados. Essa complexidade foi categorizada em quatro diferentes dimensões: técnica, coletiva, ambiental e política. Verificou-se que o trabalho na cooperativa de reciclagem, além de gerar renda, traz reflexos positivos na subjetividade dos catadores, em sua autoestima e autoimagem, e os ajuda a construir caminhos de luta por reconhecimento, dignidade e inclusão social. Deste modo, percebemos que trabalhar em uma cooperativa desenvolvendo atividades ligadas à reciclagem se configura em um importante processo educativo para estes sujeitos, porém, gera também demandas formativas que precisam ser atendidas em sua especificidade. / It is estimated that about 800,000 people are involved in the activity of collecting recyclable materials in Brazil. In the city of São Paulo alone, there are officially 63 organized recycling cooperatives, as well as several other groups and associations. These are people who have turned recyclable materials into an alternative for their livelihoods and, at the same time, a new way of organizing themselves politically and collectively. Recognizing the social and pedagogical importance of the formative processes among groups of people with little education and under a vulnerable social condition, this study sought to understand the social learning that occurs within a cooperative of recyclable material collectors, Coopere-Centro, located in downtown São Paulo. The main objective of the study was to identify both the knowledge present in the daily activities of the collectors work and their formative demands. This qualitative research takes an ethnographic approach and its main technique used was participant observation. The seven-month work with the collectors on a daily basis allowed the researcher to produce a field research diary. Also, three semi-structured interviews with the cooperative coordinators were conducted. The research identified not only a number of literacy practices in the everyday life at Coopere but also a complex activity among the organized collectors, characterized by a range of meanings and social/educational values. This complexity was categorized into four different dimensions: technical, collective, environmental and political. It was found that working with the recycling cooperative has brought to its members apart from income generation , a positive impact on their subjectivity, self-esteem and selfimage, helping them to struggle for recognition, dignity and social inclusion. Thus, we come to the conclusion that the activities related to recycling, at a cooperative, configure an important educational process for those people. However, this activity also generates specific formative demands, which need to be fulfilled.

Farming is considered as an important area for a sustainable society, and the need for proper information and knowledge exchange among farmers through various forms of social learning processes has been addressed. Beside learning from each other face to face and sharing personal experiences of farming practices, Information and Communication Technology (ICT) in the form of Computer Supported Collaborative Work (CSCW) systems provides another possibility to share and exchange information and knowledge with other farmers. This work demonstrates the necessary functions needed for a future CSCW system for farmers, as a tool for social interaction and communication in agriculture, through which social learning is fostered. The purpose is to stimulate social learning among farmers so they will develop from passive readers to active contributors of information content in the proposed CSCW system, which in the long run may have a positive impact on the overall purpose of farming – increasing harvests. The main aim of this work is to stimulate social learning in agriculture, where farmers’ social online learning processes is stimulated via a CSCW system that has been developed and designed as a high-fi prototype, providing various functions that make it possible to communicate among farmers and other stakeholders. In order to o stimulate so-called reading farmers into actively contributing farmers in the proposed CSCW-system this work also provides some identified lessons learned. These lessons learned provide both design guidelines as well as suggested behavioral changes of farmers and farming organisations in order to foster the use of CSW systems a social interaction and social learning tools in farming practices. Keywords; Agriculture, social learning, communication, CSCL, CSCW, ICT, contribute to content.

Due to an increased importance for organisations to act according to ethical leadership, we identified the need to extend the perspective of how ethical leadership practices are developed, enhanced and spread among leaders horizontally. Since previous literature has focused on ethical leadership from a top management perspective, it is of interest to examine how ethical leadership is discussed and practised among middle managers as they encounter ethical dilemmas to a greater extent. By conducting a qualitative content analysis of interviews and documents, we declare a case study on middle managers in a tech company. Suggesting social learning as a proper lens to investigate our issue, we found that middle managers learn ethical conduct prominently via identification and knowledge sharing including feedback and reflection. By identifying important elements of ethical leadership, we could further interpret what practices were spread and reinforced among mid-level managers. These were the ability to be transparent, authentic, available and to value diversity, inclusion, and risk-taking for the sake of employees. However, it was evident that the horizontal learning of ethical conduct occurs in a reactive manner, triggered by events in a complex web of social learning. Therefore, in order for ethical leadership to regularly be learnt between the middle managers, a formal structure and the ethical culture can reinforce the way in which ethical leadership practices are spread horizontally.

Primates are known for being highly social species, living in groups of various compositions with different social structures. The study of social or observational learning has largely focussed on investigating non-human primates' abilities to imitate, with a more recent shift towards examining the social context of social learning. This shift has presented opportunities to investigate how the social context of different species affects the diffusion of socially learnt behaviours. In this thesis, I set out to monitor the spread of different experimentally seeded and naturally occurring socially learned behaviours in brown (tufted) capuchin monkeys (Sapajus sp.) and common squirrel monkeys (Saimiri sciureus).These species were selected as they form mixed species groups in the wild, and display marked differences in their social tolerances, thus presenting the opportunity to investigate conspecific and heterospecific social learning in related but differently bonded social groups. My results show evidence of social learning from conspecifics in capuchin and squirrel monkeys, attesting to that already documented in capuchin monkeys and indicating for the first time, that common squirrel monkeys can learn socially. Additionally, I demonstrate that capuchin monkeys are influenced by squirrel monkeys when foraging for food in mixed species groups. Furthermore, although squirrel monkeys are not as socially tolerant as capuchin monkeys, individuals who were better connected within the foraging test area learned experimentally-seeded techniques of models faster and more faithfully. When performing socially contagious anointing behaviours, regardless of tufted capuchin monkeys being influenced by the amount of resources provided for them to anoint with, they still performed more socially anointing than has been previously documented in other captive species, corroborating the levels of social anointing demonstrated in semi-free ranging groups. Further support was found for anointing demonstrating a social bonding and medicinal function in tufted capuchin monkeys.

In this thesis, I explore two subjects of importance to the study of cultural evolution and cumulative culture; behavioural flexibility in chimpanzees, and social transmission in human children. In Chapter 1, I give an overview of current literature on the cognitive requirements of cumulative culture, with a focus on behavioural flexibility as a capacity which facilitates cumulative culture. I also explore a current discussion in the field of cultural evolution; namely the debate between "standard" and cultural attraction-based approaches to the study of cultural evolution. Chapter 2 is an experimental investigation of the capacity of chimpanzees to respond flexibly to a changing foraging task. This study found that chimpanzees did alter their behaviour, but to a limited degree. In Chapter 3 I provide the same artificial foraging task to two further groups of chimpanzees, at a sanctuary in Zambia. This study again found that chimpanzees altered their behaviour in response to task constraints, but also found a significant difference in performance between the two groups tested. Chapter 4 explores one potential factor which may contribute to these group differences; social tolerance. Data on social tolerance from all three groups of chimpanzees is presented. In Chapter 5, I turn to another key factor in the study of culture and also address the cultural attraction approach, by conducting a transmission chain study of four- to eight-year-old human children, comparing the transmission of a symbolic and non-symbolic image. I found that neither image was reliably transmitted along transmission chains. Finally, in Chapter 6, I discuss the findings of the thesis, and suggest that future work considers multiple demographic groups, whether this means the inclusion of multiple groups of apes in studies of non-human primate cognition, or the consideration of how cultural behaviours might be transformed when transmitted by human children rather than adults.