本研究旨在了解國民中學社會學習領域教師對領域教學在職進修之需求與成效。為達成研究目的，本研究以自編之「國民中學社會領域教師領域教學在職進修需求與成效問卷」為調查研究工具，以台北縣、市所抽樣學校社會學習領域教師390人作為正式問卷調查對象，回收332份有效問卷（回收率84.9%）。本研究針對所得的資料，以SPSS8.0 for Windows套裝軟體進行次數分配、獨立樣本單因子變異數分析（One-Way ANOVA）、Tukey法事後比較分析、獨立樣本t考驗（Independent-Samples t Test）等統計分析。依據資料分析發現，獲致以下結論： 壹、國民中學教師對領域教學進修之需求： 一、教師進修方式需求 (一) 就「授課方式」而言，教師覺得最有效的方式依次為「講述式」、「討論式」、「教學觀摩」、「個案研討」、「工作坊」。 (二) 就「授課講師」而言，教師覺得最有效的授課講師依序為「實務工作者」、「資深教師」、「大學教授」、「教育行政人員」。 (三) 就「上課成員組成方式」而言，教師覺得最有效的上課成員組成方式依序為「領域核心課程共同上課，專門科目分科上課」、「單科教師單獨上課」、「不同科目教師合科上課」。 二、教師進修科目需求 (一) 領域核心課程部分以「社會學習領域概論」最感需要。 (二) 專門課程部分： 1. 歷史：台灣史、世界史、中國史、世界史概論、史學概論。 2. 地理：臺灣地理、氣候學、世界地理、地學通論、地形學。 3. 公民：經濟學、法學緒論、民法(一)、刑法(一)、社會學。 三、教師進修內容需求 (一) 在「課程設計」方面較需要的項目是教學活動設計、六大議題融入教學課程設計、領域統整課程設計以及領域教學計畫撰寫。 (二) 在「教學方法」方面較需要的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 (三) 在「教學資源與研究」方面較需要的項目是教學相關軟體應用與資訊概論、教學檔案之建立、社區教學資源發掘與應用。 (四) 在「評量與評鑑」方面較需要的項目是瞭解學生個別差異與診斷學生學習困擾、多元評量實務設計、回饋學習者之技巧。 貳、教師領域教學進修成效 一、在「課程設計」方面較有成效的項目是教學活動設計、領域統整課程設計、領域教學計畫撰寫。 二、在「教學方法」方面較有成效的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 三、在「教學資源與研究」方面較有成效的項目是教學檔案之建立、社區教學資源發掘、教學相關軟體應用與資訊概論、教師行動研究。 四、在「評量與評鑑」方面較有成效的項目是教學評鑑、課程評鑑、多元評量實務設計。 最後依據研究結論，本研究提出一些建議，作為未來繼續推動領域教學進修之參考。 關鍵字：社會領域、九年一貫課程、領域教學、在職進修、需求、成效 / The purpose of the study is to understand the needs and the effects of the teachers of social learning field in junior high schools for in-service education. In order to achieve this research, the survey employed self-administered questionnaires. Schools chosen for these questionnaires were sampled from Taipei county and Taipei city. Teachers of social learning field in the sampled schools were 390 persons for the questionnaires. The effected returns were 332. According to the returned data, statistics results by One-Way ANOVA and Turkey and Independent-Samples t test were drawn as the following conclusions: I、The needs of the teachers of social learning field: 1. The methods of the needs: (1). For instructional ways, teachers think the efficient ways in sequence are 「speaking」, 「discussing」,「teaching demonstration」, 「case studying」 and 「working shop」. (2). For instructors, teachers think the efficient instructors in sequence are 「experienced workers」, 「senior teachers」, 「university professors」 and「 educational administrators」. (3). For members in class, teachers think the efficient ways in order are the 「core curriculum together but specialized disciplines separately」, 「specialized disciplines separately」, 「all specialized disciplines together」. 2. The needs of the subjects: (1). For field core curriculum, teachers think 「social learning field generality」 is the most required subject. (2). For specialized disciplines： i. history：History of Taiwan，History of the World，History of Chinese，Introduction to History of the World，Introduction to History. ii. geography：Geography of Taiwan，Meteorology ，Geography of the World，Introduction to Geography，Geomorphology. iii. civics：Economics，Introduction to Law，Civil law，Criminal Law，Sociology. 3. The needs of contents: (1). For curriculum projects, the items are teaching activities design, six topics included in teaching curriculum design, field integrated curriculum design and field teaching plan writing. (2). For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. (3). For resoures and research , the items are application of teaching related softwares and information technology , building teaching files and findings and applications of community teaching resources. (4). For assessment and evaluation, the items are understanding the differences of students and diagnosing problems of students learning, multi-assessment practical designs and feedback learners techniques. II、 The effects of the teachers of social learning field: 1. For curriculum projects, the items are teaching activities designs, field integrated curriculum designs and field teaching plan writing. 2. For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. 3. For teaching resources and research, the items are teaching application softwares and information building teaching files and findings and applications of community teaching resources. 4. For assessment and evaluation, the items are teaching evaluation, curriculum evaluation and multi-assessment practical designs. Based on the conclusions of this research, there are some suggestions which will be the references for the social field learning in the future. Keywords：social learning field，1 - 9 curriculum，field teaching，in-service education，needs，effects.

本論文所定義之「網路群體犯罪」，不同於組織犯罪般有結構的犯罪團體，亦非為了追求共同利益而合作的共犯夥伴，而是網路使用者自發性互動行為下逐漸浮現的群體近似犯罪行為，並且普遍存在於當今各式各樣的網際網路社群，以各種不同的樣貌與形式展現。本研究以Sutherland（1978）提出之差別接觸理論與Bandura（1977）提出之社會學習理論為基礎，運用理論相關的元素與概念作為食材與食譜，以BDI代理人模式為方法來設計網路群體犯罪之模擬模式，透過動態模擬群體犯罪在不同條件下展現不同之面貌。更運用Watts（2003）主張的網路科學概念與分析方法，來分析犯罪關係網絡之特性，本研究藉由控制網路社群之使用者人數（Size）與初始犯罪率（ICR）來觀察不同組合之下所演化的網路結構差異，並從四個衡量指標：犯罪技能平均數、群聚係數、前10%使用者平均連結度、連結度小於10之比率，標示演化之網路結構的特徵。研究結果發現：1. 犯罪技能擴散的速度受到ICR高低的影響，當ICR越高的時候犯罪技能擴散的速度越快，反之，當ICR較低的時候犯罪技能擴散速度隨之減緩。2. 當ICR超越某一特定臨界值之後，使用者擁有的犯罪技能平均數與所屬社群人數成正向關係。3. ICR的高低對於群聚係數的高低有反向關係，當ICR越高則群聚係數越低，反之，當ICR越低時群聚係數越高。4. 社群使用者人數越多的情況下，群聚係數越低。5. 前10%使用者的平均連結度有隨著演化次數逐漸增加的趨勢。6. 初始犯罪率的高低與前10% 使用者的平均連結度成反比關係。7. 不論演化次數、社群人數多寡與初始犯罪率值之高低，均僅有少數犯罪者擁有高度的連結，絕大多數的使用者或犯罪者其連結度數均不高（符合power law分佈）。 / Collective crime is an emerging phenomenon along with collective intelligence in recent years. It is defined as a form of universally distributed crime originated from spontaneous interaction among community users in this paper. The issues that collective crime addresses focus on deviant or criminal behavior existing in common groups or crowds rather than traditional topics at computer crime or cybercrime. The theories, “differential association” proposed by criminologist Sutherland(1978) and “social learning” proposed by sociologist Bandura(1977), underpin the explanation of collective crime phenomena and the model design of agent-based simulation. The detection function of collective crime consists of the evolving network function based on the micro-simulation and an analysis of the function along with four indicators: average amount of crime skills, average cluster coefficient, average degree of top 10% users, and rate of users with degrees smaller than 10. The research findings are: 1. A community with higher initial crime rate (ICR) results in faster spreading of crime skills. 2. A negative relationship between the community size and the average amounts of crime skills exists, as ICR exceeds a threshold. 3. As ICR gets increasing, the average cluster coefficient gets decreasing, and vice versa. 4. The average cluster coefficient gets decreasing along with increasing community size. 5. The average degree of top 10% users gets increasing along time. 6. A negative relationship exists between ICR and the average degree of the top 10% users. 7. The distribution of the degrees of community users follows the scale-free power law distribution – whatever the network evolution times, community size and ICR are, most of the community users have fewer degrees and only few criminals have pretty high degrees relatively.

個人投資理財是近年來熱門的議題，而國內與此相關的研究大都集中在投資績效的提升、投資標的之選擇、資產配置比例與影響投資績效的變數等，較少在探討個人的投資準則與社會關係學習所造成的投資績效差異。本論文利用代理人為基礎的模擬方式（Agent-Based Simulation）與動態虛擬社會關係，模擬共同基金投資市場的交易行為，讓模型中的一個或數個群體裡的所有投資人除了可以依循著自身的投資準則進行投資外，亦有機會藉由虛擬社會關係學習到其他投資人的投資準則，進而提升投資績效。在實驗中，我們針對不同的學習頻率及學習參數觀察學習的效果。我們發現，當有虛擬社會關係學習模式且學習評估頻率為每月一次時，有助於整體投資績效的提升。 / Personal investment is a topic that has attracted much attention in recent years. However, the researches and applications related to this topic are usually concentrated in the area of increase investment performance, portfolio, investment selection, and critical investment performance factors. Less are about investment criteria and social learning that affect investment performance. In this thesis, we use agent-based simulation with dynamic virtual social relationship to simulate artificial mutual fund market. The investors in the model can invest by their own criteria, and learn other agent’s criteria via virtual social relationship to increase investment performance. We use different sets of parameters in the experiments to observe how these parameters affect the result. Our experiments revealed that our new model with social learning mechanism and a learning evaluation frequency of a month, the overall investment performance can be significantly improved.

Paper one: The attitudes and reasoning of abusive behaviour in adolescents who have been exposed to domestic abuse Exposure to domestic abuse in childhood can go on to negatively affect every aspect of that individual’s life. During adolescence, the impact of exposure to domestic abuse may go beyond the borders of the family and the individual, and affect the development of intimate relationships. This study explores the attitudes and reasoning of eleven young people who have been exposed to domestic abuse and are displaying perpetrator behaviours. Results reveal a complex interaction between experiences and skill deficits at a crucial time of identity formation, resulting in the formation and maintenance of destructive attitudes and contradictory reasoning about abusive behaviour. The direct implications of this study, suggestions for further research, and for Educational Psychology Services are discussed. Paper two: An evaluation of an intervention for adolescents who have been exposed to domestic abuse and are displaying perpetrator behaviours Where domestic violence occurs, children and young people are likely to have been exposed to such abuse. Evidence suggests that this is likely to have a detrimental impact on them. There is an acute gap in provision for such individuals, despite evidence suggesting a link between exposure to domestic abuse in childhood, and involvement in abusive dating relationships in late adolescence and adulthood. There has been little research testing the effectiveness of intervention programmes which aim to reduce this risk. In this study a before and after design was used to evaluate a cognitive-behavioural intervention programme for young people who have been exposed to domestic abuse and are displaying abusive behaviours. This evaluation was based on the views of the young people on this programme. Results indicate that certain elements of the programme were more successful in achieving the programme aims. Considerations for the development of further programmes which target this client group are discussed.

Les conflits dans les couples sont souvent perçus négativement et ayant un impact sur la qualité du couple et l'adaptation des enfants. En revanche, ce ne sont pas tous les conflits qui sont négatifs. En effet, dans un contexte où les parents utilisent des stratégies de résolution positives, les situations de conflits pourraient devenir un terrain d'apprentissage pour les jeunes enfants et leur permettent de réutiliser ces modèles afin d'être plus compétents socialement. La présente étude vise à évaluer le lien entre les stratégies de résolution de conflits conjugaux et la compétence sociale des enfants d'âge préscolaire en fonction du sexe du parent et du sexe de l'enfant. Les données ont été recueillies auprès de 160 familles ayant un enfant âgé entre 4 et 6 ans. Il s'agit d'un devis de recherche transversal. Les résultats montrent que les stratégies de résolution des conflits conjugaux des parents sont marginalement liées au niveau de compétence sociale de l'enfant, mais ce, uniquement pour le père. En outre, le sexe de l'enfant modère marginalement ce lien, les garçons étant plus compétents lorsqu'exposés au rapport élevé des stratégies positives du père. Une différence significative a été observée entre les garçons et les filles quant à leur niveau de compétence sociale, les filles étant plus compétentes socialement que les garçons. / In couples, conflict is often viewed negatively and affecting the quality of the relationship and children's adjustment. On the other hand, not all conflicts are negative. Indeed, in a context where parents use positive resolution strategies, conflicts can become a learning environment for young children and allow them to reuse these models to be more socially competent. This study aims to evaluate the relationship between marital conflict resolution strategies and the social competence of preschool children depending on the sex of the parent and the child's sex. Data were collected from 160 families with a child aged between 4 and 6 years old. This is a transversal research design. Results show marital conflict resolution strategies are marginally related to the level of social competence of the children, but only for the fathers. In addition, children's gender marginally moderate this relation, boys being more socially competent when more exposed to a high ratio of positive resolution strategies from their fathers. A significant difference was observed between boys and girls as to their level of social competence, girls being more competent socially than boys.

This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours / Psychology / M. A. (Psychology)

Denna studies inledning ger en övergripande bild av att svenska ungdomar generellt skattar sin hälsa som hög, däremot skattas den psykosociala hälsan lägre vilken innefattas av att vara nöjd med sig själv. Att vara nöjd med sig själv och sin kropp omfattas av kroppsbildsuppfattningen. Sociala medier tar allt mer tid i anspråk och används i större utsträckning som ett kommunikationsmedel. Levnadsvanor, miljö och det tidiga livets villkor har en betydelse för individens hälsa. Denna studies syfte var att undersöka ungdomars kroppsbildsuppfattning och användande av sociala medier samt undersöka relationen mellan dem. Metod: En kvantitativ tvärsnittsstudie utfördes. Enkäter användes som datainsamlingsmetod bland skånska elever i åk 1-3 på gymnasiet, där 249 elever besvarade enkäten. Resultatet visade att 33 procent av flickor hade högre kroppsuppfattning än pojkar (14%) och att 38 procent av pojkarna hade lägre kroppsuppfattning än flickorna (18%) (p=0,001). Flickor använder sociala medier i större utsträckning än pojkar. Sättet flickor och pojkar använde sociala medier på skiljde sig åt. Flickor hade fler olika roller på sociala medier än pojkar, samt pojkar spelade mer onlinspel än flickor. Konklusion: Eftersom pojkarna i denna studie hade lägre kroppsbildsuppfattning och spelade mer onlinespel än flickorna är det utifrån ett genus och jämställdhetsperspektiv lämpligt att studera pojkars kroppsbildsuppfattning i relation till onlinespelande. Därför bör ytterligare forskning med inriktning på pojkars kroppsbildsuppfattning bedrivas utifrån både en kvalitativ och kvantitativ metodaspekt, med ändamål att försöka förstå vilka faktorer som ligger till grund för deras kroppsbildsuppfattning. / The study's introduction is given as an overall picture of the fact that Swedish youth generally estimate their health as high but the psychosocial health is estimated to be lower, which includes being satisfied with themselves. Being content with yourself and your body is covered by the body image perception. Social media takes more time and it's used to a greater extent as a communication medium. Living habits, the environment and the conditions of early life have a bearing on the individual's health.The aim of this study was to investigate the body image of young people and the use of social media and to investigate the relationship between them. Method: A quantitative cross-sectional study was performed. The survey was used as a data collection method among Scanian students in grades 1-3 in high school, where 249 students answered questionnaires. The result showed that 33 percent of girls had a higher body image than boys (14 percent) and that 38 percent of boys had a lower body image than girls (18 percent) (p = 0.001). The way girls and boys used social media differs. Girls use social media to a greater extent than boys. The way girls and boys used social media differed. Girls had more different roles on social media than boys, and boys played more online games than girls. Conclusion: Since the boys in this study had lower body image perception and played more online games than girls, it is appropriate from a gender and gender perspective to study boys' body image perception in relation to online gaming. Therefore, further research with a focus on boys' body image should be conducted on the basis of both a qualitative and quantitative method aspect, with the aim of trying to understand which factors underlie their body image perception.

Previous literature on the Europeanization of candidate countries has lacked careful empirical investigations into how the process drives domestic policies to change in line with the EU acquis. Selecting on the least-likely case of Turkey and its refugee and asylum policy, I identify that previous work has assumed that Turkey’s policy shifts have been driven by rationalist cost- benefit calculations of its government. The purpose of this study has been to empirically investigate and trace the mechanisms of Europeanization in the selected case, in order to thereby contribute to knowledge on the process of Europeanization in candidate countries in general, and address to the previous research gap. Given this purpose, I have aimed to produce answers to the research question: how has the EU affected Turkey’s asylum and refugee policy after the declaration of candidacy status? I hypothesize that a rationalist model driven by the EU’s conditionality can indeed explain domestic policy changes in Turkey, but also that an alternative mechanism of socialization has been at play. Tracing the process of Europeanization through secondary sources, the results show that what started with behavioral-adaptation of domestic policy change in alignment with the EU’s laws, norms and demands between 1999 and 2010, between 2011 and 2018 the Turkish asylum and refugee policies started to step away from the push power of the external incentives. Nonetheless, significant domestic policy changes continued, suggesting evidence against the rationalist conditionality model of Europeanization in this period. However, I argue that the results are not strong enough to make the claim Turkey’s domestic policy change was driven by a mechanism of socialization, but rather suggest there has been initiation of a switch between the mechanisms.

O presente trabalho tem como objetivo analisar a efetividade da pedagogia da sustentabilidade utilizada como guia na criação, implantação e desenvolvimento do Projeto Educação para a Sustentabilidade (EpS), a qual foi avaliada por meio da análise dos principais produtos gerados no espaço escolar, e dos efeitos e dos impactos sobre os estudantes participantes, professores tutores e gestão escolar. O EpS (2010 a 2016) foi de um projeto extracurricular optativo desenvolvido no contraturno e destinado a alunos dos 1os e 2os anos do Ensino Médio de uma escola privada tradicional da cidade de São Paulo. O objetivo principal do Projeto EpS foi o de colocar estudantes como protagonistas da criação e execução de intervenções no espaço escolar, a fim de torná-la mais sustentável. Neste processo, optou-se pelo uso de metodologias ativas de aprendizagem, dos preceitos da aprendizagem social, norteados pelas premissas da Educação Ambiental Crítica. As principais intervenções realizadas pelos estudantes no espaço escolar foram avaliadas criticamente com relação aos produtos gerados, bem como efeitos e impactos desse processo sobre os estudantes participantes no tocante aos parâmetros conhecimentos, atitudes, comportamentos declarados, valores e habilidades. Nesta análise, utilizou-se questionários pré e pós-testagem explorados por análise qualitativa de conteúdo e, posteriormente, quantificados e apresentados por meio de estatística descritiva. Os efeitos sobre o grupo de estudantes participantes (grupo experimental) foram comparados com grupo de estudantes não-participantes (grupo controle). O grupo experimental apresentou marcadas mudanças em todos os parâmetros (conhecimentos, atitudes e comportamentos declarados) considerando os pré e pós-testes. O grupo controle não apresentou mudanças tão significativas, indicando e reforçando a influência da participação no Projeto EpS. A análise das habilidades e valores declarados pelo grupo experimental apontam para a valorização da importância da análise complexa dos desafios socioambientais, do trabalho em equipe, da comunicação entre os pares, da criação de redes de cooperação, do respeito e da empatia, entre outros. A análise de impacto foi realizada com ex-participantes 4, 5 e 7 anos após a passagem pelo projeto e revelou importante influência nas escolhas acadêmicas, profissionais e do dia a dia. Os professores tutores e gestão escolar foram analisados por questionários e entrevistas, respectivamente. Os efeitos da participação no projeto sobre esses atores são menos significativos que para os estudantes. Conclui-se que os efeitos e impactos sobre o grupo experimental possuem relação direta com as experiências vividas no projeto, o que reforça a efetividade da pedagogia da sustentabilidade. Entre os fatores decisivos para o sucesso das transformações no espaço e nas pessoas estão a construção de uma rede de parcerias internas e externas, bem como a permanência do projeto por sete anos na escola, fato raro na maior parte das instituições de ensino que se dedicam a práticas relacionadas à Educação Ambiental ou Educação para o Desenvolvimento Sustentável. / This thesis aims to analyze the effectiveness of the \"pedagogy of sustainability\" used as a guide in the creation, implementation and development of the Education for Sustainability Project (EpS), which was evaluated considering the main products created in the school space, and the effects and impacts over the participating students, teachers and school management. The EpS (2010 to 2016) was an optional extracurricular activity for high school students (1st and 2nd grades) developed at the counter-shift of a traditional private school of the city of São Paulo. The main goal of the EpS project was to place students as protagonists of the creation and execution of interventions in the school, in order to make it more sustainable. In this process, active learning techniques and the precepts of social learning were used, guided by critical environmental education premises. The main interventions carried out by the students were critically analyzed regarding the products generated as well as the effects and impacts related on the participating students considering parameters as knowledge, attitudes, declared behaviors, values and abilities. For that, pre and posttest questionnaires were used and explored by qualitative content analysis techniques and subsequently quantified and presented by descriptive statistics. The effects over the participating students (experimental group) were compared to groups of non-participating students (control group). The experimental group presented conspicuous changes in all parameters (knowledge, attitudes and declared behaviors) considering pre and post-tests. The control group, on the other hand, did not present such significant changes, indicating and reinforcing the importance and influence of the participation in the EpS Project. The analysis of declared abilities and values of the experimental group indicate the valorization of the complex analysis of socio-environmental challenges, teamwork, peer communication, networking, respect and empathy, among others. The impact analysis was carried out with ex-participants after 4, 5 and 7 years their participation and showed important influence in the academic, professional and everyday choices. Tutors and school management were analyzed by questionnaires and interviews, respectively. The effects on both stakeholders regarding their participation in the project seem less significant than for the students. It is possible to conclude that the effects and impacts on the experimental group directly reflect the experiences lived in the project, and, therefore, reinforce the effectiveness of the \"pedagogy of sustainability\". Among the decisive factors for the success of the transformations in space and people are the construction of an internal and external partnerships network, as well as the continuity and permanence of the project for seven years in the school, a rare fact in most educational institutions that dedicate themselves to Environmental Education or Education for Development Sustainable related practices.

Esta tese oferece o seqüenciamento, as bases conceituais da construção, formatação e apresentação do Jogo de Governança da Água (JGA) para a Bacia do Alto Tietê (BAT) situada em grande parte na Região Metropolitana de São Paulo. O objetivo do Jogo é construir intervenções dentro da sustentabilidade ambiental da BAT, alocando recursos em tempo real, através de rodadas de negociação e escolhas estratégicas pelos atores da própria Bacia, de forma a potencializar ou ampliar a governança da água na mesma. Três teorias embasam e sustentam o JGA, ou seja, a Teoria da Ação Comunicativa, a Teoria dos Jogos e a Teoria do Construtivismo. Essas teorias, associadas ao entendimento de outras metodologias que comportam plataformas de negociação, traduzem um produto, o JGA, capaz de estruturar propostas de intervenção e de alocação de recursos para sua implementação e, conseqüentemente, modificação de uma situação inicial de criticidade elencada pelos atores do Comitê da Bacia Hidrográfica do Alto Tietê. Os resultados do Jogo dependem das circunstâncias, do contexto, da interação dos jogadores; de variáveis de outros subjogos, das jogadas produzidas e da criatividade dos próprios atores. Após o Jogo, formatamse redes de aprendizagem e de prática, para que o monitoramento e avaliação da implementação permitam oferecer a gestão dos indicadores e parâmetros das intervenções acordadas no JGA. / This thesis provides the structure, conceptual bases, outline and operation of the Water Governance Game (WGG) for the Upper Tietê River Basin in the metropolitan region of São Paulo. The objective of the game is to create and develop environmentally sustainable interventions within the river basin, allocating resources in real-time, through negotiation rounds and the strategic choices of actors from the basin in order to strengthen and amplify local water governance. Three theories underpin and sustain the WGG: Jürgen Habermas\' Theory of Communicative Action, Game Theory and Constructivist epistemology. In association with a full understanding of other methodologies which encompass negotiation platforms, the theories make the WGG a product that is capable of structuring opportunities for intervention and resource allocation for the implementation and consequent modification of first case situations raised by actors within the basin. The results of the game depend on circumstances, context and the interaction of players. They are concomitant on variables from other sub-games, from gameplay and from the creativity of each of the actors. After the game, learning networks and communities of practice form which can monitor and evaluate developments and allow them to accompany implementation, offer management of indicators and follow the parameters for intervention agreed within the WGG.