The permanent coresidence of males within a troop is unusual but occurs in vervet monkeys. Several hypotheses have been projected to explain the coexistence of male vervets (predation risk, breeding season length) but these hypotheses fall short in explaining the multimale nature of vervet monkeys. In order to determine the explanation for coresiding males, I collected male behavioural data from two troops over the course of nine months. My dataset was divided into two categories, male-male interactions and female-male interactions. The male-male data indicate that breeding season is the most active time for migration, aggressions and wounds. Coalitions were described for the first time, and affiliative interactions between males highlighted coping tactics of males in regards to their coexistence. The female-male data indicate there was little indication for distinct male or female choice for mating. Specifically, olfactory information appears to lower successful copulations of males, and female resistance also decreased successful copulations. Grooming was not a commodity traded for mating access. Male dominance was not correlated with mating success, and females seem to express their preference for sexual partners. The large cohort of males of my troops appears to alter behaviours observed at other sites. The maintenance of male-female associations after breeding season suggests that males may be preparing for next breeding season, and males may co-reside for breeding purposes. / xiii, 123 leaves : ill. maps ; 29 cm

This study explored the organizing principles of female sociality in free-ranging vervet monkeys (Chlorocebus aethiops) inhabiting the Klein Karoo, South Africa. Females groomed more than males, grooming peaked at the end of the day and less grooming occurred during the mating season. Although females competed over food, they did not compete over grooming partners, rarely formed coalitions and did not trade grooming against other activities. Instead, they maintained grooming whilst trading between feeding and resting and feeding and moving. Despite seasonal shifts in food competition, grooming was not traded for tolerance and there was an upper limit to cohort size before clique size declined. Inter-population comparisons revealed no troop size effects on clique size, aggression and competition over high-ranking grooming partners. The rarity of coalitions suggests coalitions are unlikely to be a central component of female relationships. / xiii, 162 leaves : ill., maps ; 29 cm

In this dissertation, two fundamental questions are posed: (1) what is emotion, and (2) what part does it play in the social processes of self-formation and self-realization? How do we as behaving beings, who experience sensations, become interacting beings, who experience emotions? And, how are our emotional experiences related to who we are and our ability to acquire a positive relation to ourselves? By attempting to answer these questions I point out the social conditions that are necessary to enable emotional experiences, and in turn self-formation and self-realization. The focus is on the form, rather than on the content of the emotional self. From the developed neo-Meadian perspective on the emotional self, emotion is understood as a phenomenon linked to both mind and body, without being explained as a mind-body combination. It is argued that emotional experiences are (1) corporal evaluations of our interchanges with the outer world, especially, the other, and (2) crucial to who we are or want to be. An introduction to the neo-Meadian theory of the emotional self is presented in a general manner by including notions of the social self and emotion as social. In the first part of the dissertation, I suggest that diverse phenomena in the social process of self-formation and self-realization is explained by a view that has its roots in the classic social psychology of Adam Smith, Charles Horton Cooley, and, especially, George Herbert Mead. The view consists of three salient ideas: (1) the self does not emerge without the other or society, (2) it is from the point of view of the other or society that the self develops, and (3) self-realization involves a need for recognition. In the second part of the dissertation, I expand the view on emotion as social that is incorporated in the classic social psychology by investigating the recently established field of the sociology of emotions. Once the general structure of the notion of the social self and emotion as social is shown and provided with a preliminary defense, different modifications are considered. In the third part of the dissertation, both the classic social psychology and the sociology of emotions are modified to become more accurate. I elaborate on Mead’s distinction between social behavior, in the form of (1) functional identification, and social interaction, in form of (2) attitude taking of the thing from which he means that self-feeling arises, and (3) attitude taking of the other from which he means that self-reflexion arises.

Past research suggests that social organisation in Australian rodent species is determined by the predictability of resources in the environment (Happold 1976a). Notomys alexis (the spinifex hopping mouse or tarrkawarra) is widely distributed throughout the Australian arid-zone (Breed 1998a; Watts & Aslin 1981). Large groups of animals have been found sharing burrows in the wild and laboratory observations suggest that the species is highly social (Happold 1976a; Stanley 1971). A closely related species, Notomys mitchelli (Mitchell’s hopping mouse or pankot) is relatively common throughout the southern semi-arid zone (Watts 1998a; Watts & Aslin 1981). Much less is known about N. mitchelli; field studies have been subject to low recapture rates and few laboratory studies have involved this species (Baverstock 1979; Cockburn 1981a; Crichton 1974). Following Happold (1976a), it was hypothesised that the socio-ecology of N. mitchelli will be qualitatively different to that of N. alexis. Studying wild populations of Notomys mitchelli in the Middleback Ranges, South Australia and N. alexis outside the desert township of Roxby Downs, S.A., this research aimed to describe the socio-ecology of these species, with reference to the predictability of their environments. Uniquely, bioclimatic modelling of the species’ known distributions was also conducted to confirm that the study’s underlying assumption that the two rodents inhabit essentially different environments was correct. These studies were complemented by the observation of captive groups of N. alexis. This work confirmed that the habitats of Notomys mitchelli and N. alexis are distinct; the more arid habitat of N. alexis is subject to greater environmental fluctuations than that of the semi-arid dwelling N. mitchelli. Contrary to expectations, however, observation of free-living animals characterised N. mitchelli social groups as highly unstable; while particular individuals remained in the population for long periods, many animals appeared to be transients. Further, burrow groups appeared to be much smaller than predicted by Happold (1976a), and based on loose aggregations of male animals rather than small groups of females. While decidedly social in the laboratory, free-living N. alexis lived in groups no bigger than N. mitchelli and these groups were equally ephemeral in constitution. Moreover, free-living N. alexis appeared to utilise activity areas that were no larger than those used by N. mitchelli, despite occupying a more unpredictable and apparently less well-resourced habitat. As a whole, this research represents a comprehensive examination of the principal behavioural theory commonly applied to Australian native rodent species, untested since its publication three decades ago. From the data collected during this work, it cannot be said that the environmental predictability hypothesis for native rodent social organisations as proposed by Happold (1976a) is adequate to differentiate the social behaviour of these semi-arid and arid-dwelling species. Instead, it is suggested that, while both N. mitchelli and N. alexis are undoubtedly socially tolerant, predation and/or parasite load, driving burrowing behaviour, has a greater influence on the social behaviour of free-living rodent populations than habitat predictability. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1373743 / Thesis (Ph.D.) - University of Adelaide, School of Earth and Environmental Sciences, 2009

Past research suggests that social organisation in Australian rodent species is determined by the predictability of resources in the environment (Happold 1976a). Notomys alexis (the spinifex hopping mouse or tarrkawarra) is widely distributed throughout the Australian arid-zone (Breed 1998a; Watts & Aslin 1981). Large groups of animals have been found sharing burrows in the wild and laboratory observations suggest that the species is highly social (Happold 1976a; Stanley 1971). A closely related species, Notomys mitchelli (Mitchell’s hopping mouse or pankot) is relatively common throughout the southern semi-arid zone (Watts 1998a; Watts & Aslin 1981). Much less is known about N. mitchelli; field studies have been subject to low recapture rates and few laboratory studies have involved this species (Baverstock 1979; Cockburn 1981a; Crichton 1974). Following Happold (1976a), it was hypothesised that the socio-ecology of N. mitchelli will be qualitatively different to that of N. alexis. Studying wild populations of Notomys mitchelli in the Middleback Ranges, South Australia and N. alexis outside the desert township of Roxby Downs, S.A., this research aimed to describe the socio-ecology of these species, with reference to the predictability of their environments. Uniquely, bioclimatic modelling of the species’ known distributions was also conducted to confirm that the study’s underlying assumption that the two rodents inhabit essentially different environments was correct. These studies were complemented by the observation of captive groups of N. alexis. This work confirmed that the habitats of Notomys mitchelli and N. alexis are distinct; the more arid habitat of N. alexis is subject to greater environmental fluctuations than that of the semi-arid dwelling N. mitchelli. Contrary to expectations, however, observation of free-living animals characterised N. mitchelli social groups as highly unstable; while particular individuals remained in the population for long periods, many animals appeared to be transients. Further, burrow groups appeared to be much smaller than predicted by Happold (1976a), and based on loose aggregations of male animals rather than small groups of females. While decidedly social in the laboratory, free-living N. alexis lived in groups no bigger than N. mitchelli and these groups were equally ephemeral in constitution. Moreover, free-living N. alexis appeared to utilise activity areas that were no larger than those used by N. mitchelli, despite occupying a more unpredictable and apparently less well-resourced habitat. As a whole, this research represents a comprehensive examination of the principal behavioural theory commonly applied to Australian native rodent species, untested since its publication three decades ago. From the data collected during this work, it cannot be said that the environmental predictability hypothesis for native rodent social organisations as proposed by Happold (1976a) is adequate to differentiate the social behaviour of these semi-arid and arid-dwelling species. Instead, it is suggested that, while both N. mitchelli and N. alexis are undoubtedly socially tolerant, predation and/or parasite load, driving burrowing behaviour, has a greater influence on the social behaviour of free-living rodent populations than habitat predictability. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1373743 / Thesis (Ph.D.) - University of Adelaide, School of Earth and Environmental Sciences, 2009

As duas primeiras semanas de vida em ratos são críticas para o desenvolvimento, pois os animais são suscetíveis a influências ambientais. Diversos parâmetros neuroendócrinos e comportamentais podem ser influenciados, a curto e a longo prazo, pelas interações com a mãe, assim como por estressores. Entre esses estressores, um ambiente precoce socialmente aversivo pode alterar os comportamentos sociais, a ansiedade e as respostas neuroendócrinas ao estresse em adultos. O foco deste trabalho foi investigar o impacto do paradigma de provocação social na díade mãe-filhote sobre os comportamentos sociais e as respostas hormonais da prole em três idades. A provocação social foi realizada nos dias pós-natais (PP) 2 e 5. O comportamento maternal das lactantes foi registrado em PP3, 4, e 6. Os filhotes foram submetidos ao teste de preferência olfatória em PP7, o comportamento de brincadeira em juvenis foi registrado em PP30 e os ratos adultos (a partir de PP80) foram submetidos aos testes de campo aberto, labirinto em cruz elevado e interação social. Os adultos também foram expostos ao estresse por contenção (PP90). Os resultados mostraram que a intervenção aumentou a presença das mães no ninho. A intervenção reduziu o tempo gasto pelos filhotes no lado da maravalha do ninho, reduziu os níveis plasmáticos de ocitocina e prolactina, porém, aumentou os níveis de arginina-vasopressina. Nos juvenis, a intervenção reduziu a brincadeira de luta e os níveis plasmáticos de arginina-vasopressina. Nos adultos, a intervenção não levou a alterações na ansiedade e nas respostas hormonais ao estresse, porém, reduziu a latência para os comportamentos agressivos e os níveis plasmáticos basais de ocitocina. Conforme observado nas lactantes e nos neonatos, a provocação social levou a uma alteração da relação mãe-filhote, afetando, também, hormônios relacionados ao comportamento afiliativo em neonatos. Da mesma forma, a redução da brincadeira de luta em juvenis expostos à intervenção neonatal pode ter ocorrido devido à alteração da argininavasopressina, hormônio envolvido nesse comportamento. Apesar da intervenção não ter alterado a ansiedade e as respostas hormonais ao estresse em adultos, afetou de maneira específica o comportamento agressivo, reduzindo a sua latência. Este achado pode ser relacionado à ocitocina diminuída, conhecida por ter efeitos antiagressivos. Logo, sugerimos que a provocação social altere, tanto de forma precoce quanto duradoura, os comportamentos sociais, assim como os hormônios responsáveis pela modulação desses parâmetros. / The first two weeks of life in rats are critical for development because the animals are susceptible to environmental influences. A variety of neuroendocrine and behavioral parameters may be influenced in a short or long lasting way by the interactions with the mother as well as by stressors. Among these stressors, a socially aversive environment may alter social behaviors, anxiety and neuroendocrine responses to stress in adult subjects. The focus of this work was to investigate the impact of the social instigation paradigm on motherlitter dyad over social behaviors and hormonal responses in rats at 3 ages. Social instigation was carried out at postpartum days (PP) 2 and 5. Maternal behavior from lactating rats was registered at PP3, 4 and 6. Pups were submitted to the nest odor preference test at PP7, play behavior was registered in juveniles at PP30, and adult rats (starting at PP80) were submitted to the open field, elevated plus maze and social interaction tests. Adult rats were also submitted to restraint stress. Results show that the intervention increased presence in nest of lactating rats. The intervention reduced time spent on nest bedding side in pups, decreased oxytocin and prolactin plasma levels, however, increased arginine-vasopressin levels. Juveniles submitted to the neonatal intervention had reduced play-fighting frequencies and arginine-vasopressin levels. In adults, the intervention has not altered anxiety and hormonal responses to stress, however, it decreased the latency for aggressive behaviors, as well as oxytocin basal levels. According to the outcomes observed in lactating rats and pups, social instigation altered mother-infant relationship, as well as levels of hormones involved in affiliative behavior in neonatal rats. Similarly, the reduced play-fighting in juveniles exposed to the intervention may be related to the decreased arginine-vasopressin levels, which is a hormone involved in such behavior. In spite of the intervention having not altered the anxiety and hormonal responses to stress in adult rats, it altered in a specific manner the aggressive behavior, reducing its latency. This finding may be related to the decreased oxytocin levels, which is a hormone known to have antiaggressive effects. Thus, we suggest that social instigation impairs early to late social behaviors, as well as the hormones responsible for the modulation of such parameters.

Contexte : L’ocytocine (OT) et la vasopressine (VP) modulent les comportements sociaux. Leurs rôles ont été étudiés indépendamment l’un de l’autre mais des effets combinatoires de ces deux peptides sont à envisager puisqu’ils sont tous les deux libérés au cours des comportements sociaux. Dans le septum latéral (SL), une structure cérébrale intégrant des informations sociales, l’ocytocine et la vasopressine sont libérées au cours des interactions sociales et modulent la reconnaissance ainsi que la discrimination sociale.Objectif : Comprendre la fonction duale de l’ocytocine et de la vasopressine mise en jeu lors des interactions sociales dans un cadre physiologique et pathologique. Méthode : Chez la souris mâle, nous avons utilisé l’activité électroencéphalographique (EEG) comme marqueur et avons caractérisé des traces EEG dépendantes de l’OT et de la VP. Nous avons manipulé le système OT et le système VP au sein du septum au cours d’un protocole de reconnaissance/discrimination sociale en utilisant des outils pharmacologiques ou optogénétiques. Des expériences d’électrophysiologie sur tranche ont permis de caractériser la réponse électrophysiologique des neurones du septum latéral à l’application de chacun de ces peptides.Résultats : L’étude de l’activité EEG nous a permis de discriminer des effets induits par l’action septale de l’OT et la VP dans la bande de fréquence theta. Ces résultats suggèrent que la VP serait libérée dans le septum au cours de la première rencontre avec un juvénile alors que l’OT serait libérée au cours du processus d’habituation. La modulation de l’action de l’OT et de la VP sur le SL démontre que l’activation des récepteurs V1a au cours de la première rencontre est essentielle à la discrimination sociale tandis que l’activation des récepteurs à l’OT au cours du processus d’habituation permet de regain d’intérêt lorsqu’un nouveau juvénile sera présenté. Nous montrons aussi que l’OT et la VP modulent l’activité électrique de la quasi-totalité des neurones septaux. La nature de ces modulations définit 3 catégories de neurones qui communiquent entre eux via des signaux GABAergiques. Chez la souris Magel2KO, un modèle murin de troubles des comportements sociaux, la balance des effets septaux de l’OT et de la VP est altérée. Ceci suggère que cette régulation pourrait être impliquée dans certaines conditions pathologiques.Conclusion : Ces résultats mettent en évidence qu’il est essentiel, lorsque l’on étudie l’ocytocine, d’étudier le système vasopressinergique. Avec cette approche, nous avons montré que l’activation séquentielle du SL par l’OT et la VP est importante pour la régulation des interactions sociales. De plus, cette séquence d’évènements est altérée dans un modèle animal présentant des troubles sociaux. / Context : Oxytocin (OT) and vasopressin (VP) modulate social behaviors. The roles of OT and VP have been interrogated so far in isolation whereas combinatorial effects are anticipated as both hormones are secreted during social behavior. In the lateral septum (LS), a brain area processing behavioral social cues, OT and VP are released during social interaction and modulate social recognition or discrimination. Aim : To understand the dual function of OT and VP during social behavior in physiological and pathological conditions. Methods : In male mice, we used electroencephalographic (EEG) activity as a readout to characterize OT and VP dependent electrophysiological signatures and their sequence. We manipulated OT and VP systems to LS during social recognition/discrimination paradigm using pharmacology and optogenetic tools. Using slice electrophysiology, we characterized electrophysiological responses of LS neurons to both of these hormons.Results : Measurement of EEG theta activity allowed us to discriminate between OT and VP dependent LS modulation and indicated that VP would be released in the LS during 1st encounter with a juvenile while OT would be released during the habituation process. Modulation of OT and VP actions on the LS demonstrate that V1a activation during 1st encounter is essential for social discrimination and OT receptor activation during the habituation process allows the regain of interest for a new juvenile. We also demonstrated that OT and VP modulate electrical activity of almost all LS neurons. The nature of this modulation define 3 neuronal categories that communicate with each other through GABAergic signalling. Magel2KO mouse, which features social deficits, presents an altered balance of LS regulation by OT and VP. It suggests that this regulation could be involved in some pathological symptomatology.Conclusions : These results shed a light on the necessity to study vasopressin along with oxytocin. Doing this, we showed that vasopressinergic and oxytocinergic activation of the LS are sequentially important during the social recognition paradigm. Futhermore, this sequence of events is impaired in a mouse model featuring deficits of OT and social disabilities.

As duas primeiras semanas de vida em ratos são críticas para o desenvolvimento, pois os animais são suscetíveis a influências ambientais. Diversos parâmetros neuroendócrinos e comportamentais podem ser influenciados, a curto e a longo prazo, pelas interações com a mãe, assim como por estressores. Entre esses estressores, um ambiente precoce socialmente aversivo pode alterar os comportamentos sociais, a ansiedade e as respostas neuroendócrinas ao estresse em adultos. O foco deste trabalho foi investigar o impacto do paradigma de provocação social na díade mãe-filhote sobre os comportamentos sociais e as respostas hormonais da prole em três idades. A provocação social foi realizada nos dias pós-natais (PP) 2 e 5. O comportamento maternal das lactantes foi registrado em PP3, 4, e 6. Os filhotes foram submetidos ao teste de preferência olfatória em PP7, o comportamento de brincadeira em juvenis foi registrado em PP30 e os ratos adultos (a partir de PP80) foram submetidos aos testes de campo aberto, labirinto em cruz elevado e interação social. Os adultos também foram expostos ao estresse por contenção (PP90). Os resultados mostraram que a intervenção aumentou a presença das mães no ninho. A intervenção reduziu o tempo gasto pelos filhotes no lado da maravalha do ninho, reduziu os níveis plasmáticos de ocitocina e prolactina, porém, aumentou os níveis de arginina-vasopressina. Nos juvenis, a intervenção reduziu a brincadeira de luta e os níveis plasmáticos de arginina-vasopressina. Nos adultos, a intervenção não levou a alterações na ansiedade e nas respostas hormonais ao estresse, porém, reduziu a latência para os comportamentos agressivos e os níveis plasmáticos basais de ocitocina. Conforme observado nas lactantes e nos neonatos, a provocação social levou a uma alteração da relação mãe-filhote, afetando, também, hormônios relacionados ao comportamento afiliativo em neonatos. Da mesma forma, a redução da brincadeira de luta em juvenis expostos à intervenção neonatal pode ter ocorrido devido à alteração da argininavasopressina, hormônio envolvido nesse comportamento. Apesar da intervenção não ter alterado a ansiedade e as respostas hormonais ao estresse em adultos, afetou de maneira específica o comportamento agressivo, reduzindo a sua latência. Este achado pode ser relacionado à ocitocina diminuída, conhecida por ter efeitos antiagressivos. Logo, sugerimos que a provocação social altere, tanto de forma precoce quanto duradoura, os comportamentos sociais, assim como os hormônios responsáveis pela modulação desses parâmetros. / The first two weeks of life in rats are critical for development because the animals are susceptible to environmental influences. A variety of neuroendocrine and behavioral parameters may be influenced in a short or long lasting way by the interactions with the mother as well as by stressors. Among these stressors, a socially aversive environment may alter social behaviors, anxiety and neuroendocrine responses to stress in adult subjects. The focus of this work was to investigate the impact of the social instigation paradigm on motherlitter dyad over social behaviors and hormonal responses in rats at 3 ages. Social instigation was carried out at postpartum days (PP) 2 and 5. Maternal behavior from lactating rats was registered at PP3, 4 and 6. Pups were submitted to the nest odor preference test at PP7, play behavior was registered in juveniles at PP30, and adult rats (starting at PP80) were submitted to the open field, elevated plus maze and social interaction tests. Adult rats were also submitted to restraint stress. Results show that the intervention increased presence in nest of lactating rats. The intervention reduced time spent on nest bedding side in pups, decreased oxytocin and prolactin plasma levels, however, increased arginine-vasopressin levels. Juveniles submitted to the neonatal intervention had reduced play-fighting frequencies and arginine-vasopressin levels. In adults, the intervention has not altered anxiety and hormonal responses to stress, however, it decreased the latency for aggressive behaviors, as well as oxytocin basal levels. According to the outcomes observed in lactating rats and pups, social instigation altered mother-infant relationship, as well as levels of hormones involved in affiliative behavior in neonatal rats. Similarly, the reduced play-fighting in juveniles exposed to the intervention may be related to the decreased arginine-vasopressin levels, which is a hormone involved in such behavior. In spite of the intervention having not altered the anxiety and hormonal responses to stress in adult rats, it altered in a specific manner the aggressive behavior, reducing its latency. This finding may be related to the decreased oxytocin levels, which is a hormone known to have antiaggressive effects. Thus, we suggest that social instigation impairs early to late social behaviors, as well as the hormones responsible for the modulation of such parameters.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O tema central da nossa dissertação é a violência e a educação nos valores no contexto escolar. O tema é abordado a partir da bibliografia disponível e da investigação realizada durante seis meses com os adolescentes da turma BP1 da EMEF Chico Mendes do Bairro Mário Quintana, em Porto Alegre, com o objetivo de investigar os fatores que, numa proposta de educação para a paz, favorecem o desenvolvimento de comportamentos pró-sociais nos adolescentes e evitam comportamentos violentos no contexto escolar. O texto está estruturado em quatro capítulos. Os dois primeiros estão dedicados à fundamentação teológica e psicopedagógica da investigação, referenciada, basicamente, nas contribuições teóricas advindas de três linhas de pesquisa: em teologia, em psicologia social e do desenvolvimento e em pedagogia, especialmente na linha de educação nos valores e educação para a paz. Neste sentido, opta-se por um modelo de educação integral e solidária. O terceiro capítulo da dissertação descreve o percurso e a opção metodológica adotada na investigação, que é qualitativa. A técnica adotada é a pesquisa de campo, a partir de uma atitude participante. Por fim, no quarto capítulo, fazem-se a análise e o comentário dos dados coletados, tomando como referência básica as quatro variáveis trabalhadas no programa de intervenção implementado durante seis meses com os adolescentes sujeitos da investigação e relacionadas todas elas com comportamentos pró-sociais: auto-estima, expressão/compreensão de sentimentos, relações de cooperação e resolução de conflitos. A pesquisa constatou sinais de avanços nos comportamentos pró-sociais dos adolescentes, mostrando a possibilidade de educar para a paz nas escolas através de programas de intervenção psicopedagógica específicos e de fácil implementação. / The central theme of our dissertation is violence and education regarding the values at school. This theme is discussed based on the bibliography available and an local investigation. This investigation was carried through six months, with adolescents of class BP1 of EMEF Chico Mendes from Bairro Mário Quintana in Porto Alegre. The objective of that research was to investigate the factors that, in a proposal of education for peace, favors the development of pro-social behaviors in the adolescents and prevents violent behavior at school. The text is structured in four different chapters. The first two chapters are related to the theological-psycho-pedagogical foundations of the research. This refers to the contributions of theory from three areas of research, namely: Theology, Social Psychology and Education Development, especially in the line of educational values and education for peace. Therefore, is decided on a model of education based on the ideas of complete education and education for solidarity. The third chapter describes the course and the method used to carry out this research, which is the qualitative one. The adopted technique is the field research with participant attitude. The fourth chapter is based on the analysis and comments of collected data. For that purpose reference was made to the four parameters worked in the program of intervention. This was implemented during six months with the teenagers regarding their pro-social behaviors: self-esteem, expression / comprehension of feelings, cooperation relations and resolution of conflicts. The research showed advancements in the pro-social behavior of the adolescents, indicating possibilities of education for peace in schools. This could be done by means of specific psycho-pedagogical intervention programs, which are easily implemented.

O tema central da tese é a educação para a paz na escola. É abordado a partir da bibliografia disponível e da investigação realizada durante o ano letivo de 2009 com 151 adolescentes de quatro escolas da rede pública e particular da região metropolitana de Belo Horizonte. A pergunta fundamental e motivadora da tese é: é possível educar para a paz na escola? Com o foco nesta questão central e a partir da hipótese inicial de que na medida em que educarmos comportamentos pró-sociais na escola, inibiremos os comportamentos violentos, foi realizada a pesquisa de campo com o objetivo geral de investigar os fatores que, numa proposta de educação para a paz, favorecem o desenvolvimento de comportamentos pró-sociais nos adolescentes e evitam comportamentos violentos no contexto escolar. Foram objetivos específicos da investigação realizada os seguintes: entender a educação para a paz como um compromisso fundamentado na experiência religiosa expressada nas diferentes tradições e como elemento central numa proposta de diálogo inter-religioso; estudar a adolescência como etapa privilegiada de intervenção psicopedagógica; analisar os efeitos da aplicação de um programa de intervenção psicopedagógica de educação para a paz na escola. A pesquisa combina métodos qualitativos e quantitativos ao usar o modelo experimental-estatístico, com um delineamento experimental multigrupo de medidas repetidas pré-teste/pós-teste, junto com o observacional-descritivo, privilegiando a observação participante. O primeiro capítulo é dedicado à fundamentação teológica da tese desde uma perspectiva pluralista e libertadora que privilegia o diálogo inter-religioso. O segundo capítulo é dedicado à fundamentação psicopedagógica da pesquisa e reflete sobre o binômio educação integral para a paz / comportamento pró-social. O terceiro capítulo descreve o percurso e a opção metodológica adotada na investigação. Finalmente o quarto analisa os dados coletados tomando como referência básica as quatro variáveis trabalhadas no programa de intervenção implementado com os adolescentes sujeitos da investigação e relacionadas todas elas com comportamentos pró-sociais: autoestima, expressão/compreensão de sentimentos, relações de cooperação e resolução de conflitos. A pesquisa constatou a efetiva diminuição dos comportamentos violentos dos adolescentes na sala de aula, especialmente nas escolas da rede pública participantes, junto com sinais de avanços na manifestação de comportamentos pró-sociais, mostrando que é possível e viável educar para a paz nas escolas através de programas de intervenção psicopedagógica específicos e de fácil implementação. / The central theme of theses is education for the peace at school. This theme is discussed based on the bibliography available and on investigation. The investigation was carried through the school year of 2009 with 151 adolescentes from four public schools in the metropolitan region of Belo Horizonte. The fundamental and motivating question of the thesis is: Is it possible to educate for peace at school?With the focus on this central issue and from the initial hypothesis that the extent to educate pro-social behavior at school, inhibit violent behavior. A field research was conducted with the aim to investigate the factors that, in a proposal of education for the peace, favors the development of pro-social behaviors in the adolescents and prevents violent behavior at school. Our research was motivated by the following points: understanding education for the peace as a religious experience based on the commitment expressed in the different traditions and as a central element in a proposal for inter-religious dialogue and to study the adolescent stage as prime psychopedagogical intervention, analyze the implementation of a psychopedagogical intervention program of education for the peace at school. The research combines qualitative and quantitative methods to use the experimental-statistical model, with a multigroup experimental design with repeated measures pre-test/post-test, along with observational and descriptive, focusing on participant observation. The first chapter is related to the theological foundation of the research from a pluralistic and liberating perspective that focuses interreligious dialogue. The second chapter refers to the psychopedagogical fundamentals of the research and reflects on the dual integral education for peace / pro-social behavior. The third chapter describes the course and the methodological approach used to carry out this research. The fourth chapter is based on the analysis and comments of collected data. For that purpose reference was made to the four parameters worked in the program of intervention implemented with adolescent subjects of the investigation and all of them related to prosocial behaviors: self-esteem, expression / comprehension of feelings, cooperation relations and conflict resolution.The research showed the effective reduction of violent behaviors of adolescents in the classroom, especially in public schools participating, along with signs of progress in the demonstration of prosocial behaviors, showing that it is possible and feasible to educate for the peace at schools through psychopedagogical intervention programs which are easily implemented.