Despite recognition that reductions in fossil-fuel usage are necessary to reduce environmental harm, energy consumption continues to rise globally. There is a growing need to understand how to effectively influence individuals to reduce their energy consumption, particularly of fossil-fuels. Pro-environmental behaviour is the subset of consumer behaviour that is oriented towards reducing environmental impact compared to other options. It is widely agreed that due to a multiplicity of influencers, pro-environmental behaviour is best analysed using an integrated approach that allows the inclusion of different disciplinary perspectives, and seeks to identify the most important influences in the system under study. This dissertation sought to address the broader challenge of how to better design programs and policies that result in behaviour that is more sustainable. The objective of this dissertation was to assess the importance and effects of program structure and advice-giving on the pro-environmental behaviour of participating in a home energy evaluation program that encouraged homeowners to implement energy efficiency retrofits. Program structure was defined as the combination of the price of the evaluation, the financial reward structure, the level of government support, and the focus on influencing eight specific decisions within a specified timeframe. Advice-giving occurred during the initial evaluation with a home energy advisor and with the delivery of the report that contained a set of recommendations. A convergent mixed methods research design was employed to assess the relative importance of the two factors on participation and advice-following, where advice-following was considered as the matching of decisions to recommendations. The quantitative dataset was made up of files that detailed the 13,429 initial and the 6,123 follow-up evaluations conducted by advisors of the Residential Energy Efficiency Project (REEP) in the Region of Waterloo between 1999 and 2011. The qualitative data were gathered through 12 interviews with home energy advisors, eight of whom had worked for REEP and had conducted more than half of the home energy evaluations contained in the quantitative dataset. A natural quasi-experimental intervention that measured self-selection in response to varying program structure was employed to examine for variations in participation, material characteristics of houses, recommendations, and advice-following. To extend our understanding of the process of participation and decision making patterns, other analyses focused on relationships between the number of recommendations, the time between initial and follow-up evaluations, the number and types of decisions made, and the prioritization of decisions. The interviews assessed for differences in styles of advice-giving, and for their impact through comparison with the quantitative data that detailed the recommendations and decisions taken by the homeowners. The results of the effects of both factors were interpreted jointly and compared to previous studies about REEP or the EnerGuide for Houses and program as it was delivered nationally. This dissertation confirmed that an integrated approach to examining pro-environmental behaviour is supported as a useful framework for analysis. The findings support a process-based definition of pro-environmental behaviour as a useful model and form of integration. A convergent mixed methods research design is supported as a valuable and rigorous approach to examine the impact of various influences simultaneously. The delineation of multiple stages in the decision making process greatly enhanced the quality of analyses and findings. The two main factors of program structure and advice-giving affected advice-following. One factor influenced the other, as the program structure affected the receptiveness of homeowners as perceived by advisors, which affected advice-giving. The findings support the importance of both behaviourist and social learning approaches in influencing pro-environmental behaviour, and that their importance varies depending on the stage of the decision process. The findings show that behaviourist interventions, such as the program structure, were associated with variations in participation, and that different subsets of the population of houses from the Region of Waterloo were attracted to the different program structures. Indeed, in each program structure, the decision to return was influenced by different decisions. A critical finding of this study was that these programs were not sufficient to alter the path dependence of energy consumption or of energy systems as the program participants usually did not implement the most effective retrofits, and if they did, the retrofits did not achieve adequate depth of reductions to energy consumption in a timely manner. According to the home energy advisors, many homeowners had pre-conceived ideas upon entering the program of replacing their heating systems and windows. The interpretation of the qualitative and quantitative data showed that these intentions were often not altered, particularly in the case of windows, the decision that advisors believed to be the least effective of energy decisions.

No description available.

Schools are traditionally established as the main meeting platforms for awareness, education, training and capacity building in the local communities, and as such, are highly regarded and respected. They are situated and integrated in nearly all local communities. They are thus perfectly suited to reach, draw on and provide capacity building to the communities. Zambia recently introduced a new curriculum aspect named localised curriculum, which makes up 20% of the curriculum. This curriculum area encourages schools to address issues of sustainable development that are locally relevant through this curriculum component, but it is not clear what kind of learning emerges from this curriculum aspect. The study looked at the shift in pedagogical discourse since the introduction of the localised curriculum. Using case study methodology and observation of a number of classroom activities in the Keemba District near Monze in Zambia, I observed social learning interactions taking place in the implementation of the localised curriculum. In particular, I was interested in how the different aspects of the localised curriculum enabled social learning, at different levels. What is important in this research is that it focused not so much on what people should know, or be able to do, but rather, drawing on some of the questions raised by Wals (2007), I considered questions of how people learn, and how social learning emerges in school-community interactions in the localised curriculum. The main research question was to investigate: How does localised curriculum enable social learning in response to environmental issues in Zambian schools? This research drew on a number of associated research projects that were carried out in southern Africa and beyond. In his research, Namafe (2008) states that he saw a great need to institutionalise increased participation of Zambian Basic Schools and their local communities in sustainable development of the country in order to alleviate poverty and achieve equitable development. Hogan (2008, p. 122 ) researching in a different context, argues that contextualisation of the curriculum allowed for indigenous knowledge to come in to the classroom, stating that ‘Weakening of the frames provided the opportunity of closer relationships to give space for knowledge other than teacher selected knowledge or book knowledge to enter the classroom.’ In this study I found that: - Teaching localised curriculum allowed for contextualisation and integration of environment and natural resource management issues - Localising the curriculum contributed to curriculum relevancy: teaching localised curriculum helped learners, teachers and community to develop concern for quality of life and contributed to an understanding of sustainable development - Localised curriculum allowed for frame awareness, frame deconstruction and reframing to take place: this allowed teachers to use methods which promoted active pupil participation and interaction, encouraging learners to be reflexive thinkers rather than just using rote memory - Participation of teachers, community and learners in the implementation of the localised curriculum: The involvement of community members to teach topics of the localised curriculum was useful and articulated processes of inter–epistemological dialogue between traditional or every day and scientific or institutional knowledge - The localised curriculum implementation involved various roles and was influenced by various factors. Of key interest to this study was the fact that neither parents, learners nor teachers saw the localised curriculum as an opportunity for problem solving, but rather emphasised the learning of practical life skills relevant to the community. This differed from the curriculum manuals, and reduced the environmental education potential and also social learning opportunities.

In this research the use of the Lions-Quest programme “Skills for Adolescence“ at an intermediate secondary school level is examined qualitatively. It is investigated how pupils at a German intermediate secondary school perceive the social skills training and how that training affects the social competencies of the pupils. It is also explored if the pupils can relate their acquired competencies with their values and beliefs. Based on the empirical-theological praxis cycle, the planning, carrying out and the results of thirteen one-to-one interviews and three group interviews are presented. Five types of adolescents can be distinguished in terms of knowing and applying social skills as result of different grounded theory coding strategies: the power-conscious, the autonomous, the ambivalent, the self-confident and the competent. This study wants to contribute to a better evaluation of the implementation of social skills programmes at schools and particularly in religious education. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

Text in Afrikaans / Die invloed van die persoonskonstruk, lokus van kontrole, op die akademiese prestasie van leerlinge in die senior sekondere skoolfase is aangespreek. Literatuur bevestig 'n verband tussen lokus van kontrole en akademiese prestasie. Interne kontrole word met hoe akademiese prestasie en verantwoordelikheidsaanvaarding geassosieer. Persoonlikheidskenmerke van intern of ekstern georienteerde leerlinge, die invloed van lokus van kontrole op persoonlike perspektief, selfkonsep en akademiese prestasie toon dat internes hulself as bekwaam, effektief en suksesvol beskou terwyl eksternes meer negatiewe persoonskenmerke beklemtoon. Die CNS-IE en IAR vraelyste is gebruik om algemene- en akademiese lokus van kontrole onderskeidelik te meet. Leerlinge wat akademies volgens vermoe presteer, behaal hoer interne tellings as die wat onderpresteer. Geen een-tot-een verwantskap tussen lokus van kontrole en akademiese prestasie is tydens die empiriese ondersoek gevind nie. Daar is dus ander faktore wat saam met lokus van kontrole die akademiese prestasie van senior sekondere leerlinge beinvloed. / The influence of the personality construct, locus of control, on the academic achievement of pupils in the senior secondary school phase was investigated. Literature confirms a relation between locus of control and academic achievement. Internal control is associated with high academic achievement and acceptance of responsibility. Personality characteristics of internals and externals, the influence of locus of control on personal perspective, self-concept and academic achievement shows that internals view themselves as capable, ef cient and succesful while externals emphasise more negative personality characteristics. The CNS IE and IAR were used to measure general and academic locus of control. Academic achievers obtained higher internal scores than underachievers on both questionnaires. The results of the Empirical research indicate that locus of control is not the sole determinant of academic achievement. Therefore, other factors in conjunction with locus of control influence academic achievement. / Psychology of Education / M. Ed. (Voorligting)

Made available in DSpace on 2015-09-25T12:22:07Z (GMT). No. of bitstreams: 1 PDF - Saulo Felipe Costa Parte 2.pdf: 361638 bytes, checksum: d21806503737bc697a9763f121ba43ee (MD5) Previous issue date: 2011-05-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research aimed to screen for evidence of the influence of ideals of the international medium on the pattern of public policies in Brazil and Colombia. Through an approach that linked the theory of two levels games and policy paradigm understanding in Kuhn and the mechanism of social learning, it was possible to develop a proxy for the degree of influence of international pressure for the adoption of a given policies. We attempted to analyze the influence of the proposed of solution to the state problems, issued by multilateral agencies, through what became known as the Washington Consensus. The choice of Brazil was due to an increased availability of data, while the choice of Colombia is its function in this country experience a long period of democratic rule, with jarring ideological profile of the Brazilian. For this, the research has focused on the behavior of public spending in both countries, was also performed a more specific case study on the deployment of the managerial model of public administration in Brazil, with the aim of better understanding how this process occurred import and export of ideas and solutions for different problems. The research showed that multilateral organizations have greater power to print your ideas in countries' policies when such changes are first and second order, by type built. In return, changes in third order are only induced by multilateral bodies, since the ideology of society plays a more decisive role for the incorporation or not of such ideas "exogenous . / A pesquisa em tela buscou por evidências da influência de ideais do meio internacional sobre o padrão de oferta de políticas públicas no Brasil e na Colômbia. Através de uma abordagem que uniu a teoria dos jogos de dois níveis à compreensão de mudança de paradigma em Kuhn e ao mecanismo de aprendizagem social (social learning), foi possível elaborar uma proxy para o grau de influência das pressões internacionais pela adoção de determinado conjunto de políticas. Buscou-se analisar a influência das propostas de solução aos problemas estatais, emanadas por agências multilaterais, através do que ficou conhecido como Consenso de Washington. A escolha do Brasil se deu devido uma maior disponibilidade de dados, ao passo que a opção pela Colômbia se deu em função deste país experimentar um longo período democrático, com perfil ideológico destoante do brasileiro. Para tanto, a pesquisa se debruçou sobre o comportamento do gasto público em ambos os países, foi executado também um estudo de caso mais específico sobre a implantação do modelo gerencial de administração pública no Brasil, com o intuito de melhor compreender como se deu este processo de importação e exportação de ideais e soluções para os mais diversos problemas. A pesquisa evidenciou que os organismos multilaterais possuem um maior poder de imprimir seu ideário nas políticas dos países quando tais mudanças são de primeira e de segunda ordem, segundo a tipologia construída. Em contra partida, mudanças de terceira ordem são susceptíveis apenas de indução pelos organismos multilaterais, uma vez que a ideologia da sociedade desempenha um papel mais determinante para a incorporação ou não de tal ideário exógeno .

Made available in DSpace on 2016-03-15T19:31:05Z (GMT). No. of bitstreams: 1 Edilene de Oliveira Pereira Garciaprot.pdf: 2259516 bytes, checksum: 6ee36f6ce4ed872658b19a71adbefd6a (MD5) Previous issue date: 2015-01-01 / Fundo Mackenzie de Pesquisa / This study aims to understand the processes of learning in the context of the solidarity economy. The participants are entrepreneurs belonging to the Association of Craftsman and Artists of Diadema (Sao Paulo - Brazil). The research question is "how the learning processes of cooperation, self-management, solidarity and economic action are developed by entrepreneurs of solidarity economy belonging to an association of craftsmen in order to act in this type of economy? ". The overall objective is to identify, describe and analyze how they develop the learning processes of cooperation, self-management, solidarity and economic action. Specific aims are to identify who are the subjects of learning (how they are defined and where they are located), why they learn (the reasons that lead to learning), what they learn (what are the contents and what are the outcomes of learning) and how they learn (what are the key actions of the learning processes). This is a critical qualitative and interpretative study which theoretical framework is composed of two approaches: interpretive interactionism (Denzin, 2001) and social learning theory (Elkjaer, 2003). These approaches converge and put the experiences undergone by people in their everyday life as starting points for understanding social phenomena. The field research is contextualized from the concepts and landmarks presented by Singer (2002), França-Filho (2007), Lechat (2002), Gaiger (2003) and Silva (2011) and the Ministry of Labor and Employment of Brazil (BRAZIL, 2012). Interpretive interactionism is also used to guide the methodological procedures. The organization chosen to carry out the research was the Association of Craftsman and Artists of Diadema (São Paulo Brazil). It represents an opportunity to enter a field that today is little explored in studies of organizational learning. To capture the phenomenon eight interviews were conducted with seven craftswoman and with the president of the Association. The recorded material and transcripts originated life histories of thick description. The analysis of recurring features of life histories led to the recognition of five instances where there are the learning experiences of interaction - and the epiphanies which directly or indirectly lead to the learning of cooperation, self-management, solidarity and economic action. These instances are: the family, the individual, the other , the entity of social economy and local government . Learning processes as identified and analyzed in this study considers the influence of power operating in the context. In this sense, it was found that, under the AAAPD, the learning processes of the basic elements of solidarity economy remains tied to local government initiatives and strategies. The entity maintains strong dependency relationship with local government what constitutes the main difficulty in conducting its activities and disseminating, experiencing and manifesting collectively the principles of solidarity economy. This study helps to increase knowledge about learning in different organizational contexts from those of traditional private economy and the impact of social environments in these processes. It also serves as a reference for the use of interpretive interactionism as a theoretical-methodological approach in studies in the field of organizational learning. / Este trabalho propõe estudar processos de aprendizagem no contexto da economia solidária, tendo como participantes empreendedores pertencentes à Associação de Artesãos e Artistas Plásticos de Diadema-SP. A pergunta de pesquisa é: como se desenvolvem os processos de aprendizagem da cooperação, da autogestão, da solidariedade e da ação econômica de empreendedores da economia solidária pertencentes a uma associação de artesãos para atuarem nessa outra economia? . O objetivo geral é identificar, descrever e analisar o modo pelo qual se desenvolvem os processos de aprendizagem da cooperação, da autogestão, da solidariedade e da ação econômica por esses empreendedores. Como objetivos específicos, identificar quem são os sujeitos de aprendizagem da economia solidária (como são definidos e onde se localizam), por que eles aprendem (que motivos os levam a aprender), o que aprendem (quais conteúdos aprendem e quais são os desfechos disso) e como aprendem (quais são as ações-chave dos processos de aprendizagem). Trata-se de um estudo qualitativo e interpretativo crítico cujo arcabouço teórico é integrado por duas abordagens: o interacionismo interpretativo (Denzin, 2001) e a teoria da aprendizagem social (Elkjaer, 2003). Essas abordagens são convergentes e colocam as experiências vividas pelas pessoas no seu cotidiano como pontos de partida para a compreensão dos fenômenos sociais. O campo de pesquisa foi contextualizado a partir dos conceitos e marcos históricos apresentados por Singer (2002), França-Filho (2007), Lechat (2002), Gaiger (2003) e Silva (2011) e pelo Ministério do Trabalho e Emprego (BRASIL, 2012). O interacionismo interpretativo também é utilizado para orientar os procedimentos metodológicos. A organização escolhida para realização da pesquisa foi a Associação de Artesãos e Artistas Plásticos de Diadema-SP (AAAPD). Pesquisar aprendizagem junto a uma associação de artesãos representou a oportunidade de adentrar num campo que hoje é pouco explorado no âmbito dos estudos de aprendizagem em organizações. Para a captura do fenômeno foram realizadas oito entrevistas, das quais sete com artesãs e uma com a AAAPD. Os materiais gravados e transcritos originaram as histórias de vida de descrição densa. A análise das características recorrentes das histórias de vida levou ao reconhecimento de cinco instâncias de aprendizagem nas quais se localizam as experiências de interação e também as epifanias que, de forma direta ou indireta, conduzem à aprendizagem da cooperação, da autogestão, da solidariedade e da ação econômica. Essas instâncias são: a família, o próprio indivíduo, o outro, a entidade de economia solidária e o poder público local. Os processos de aprendizagem tal como foram identificados e analisados neste estudo consideram as influência de poder operando no contexto. Nesse sentido, verificou-se que, no âmbito da AAAPD, os processos de aprendizagem dos elementos de base da economia solidária se mantém atrelados às iniciativas e estratégias de governo do poder público local, com quem a entidade mantém forte relação de dependência, que, por sua vez, constitui a principal dificuldade na condução de suas atividades e na disseminação, vivência e manifestação coletiva desses princípios. Este estudo possibilita ampliar o conhecimento sobre aprendizagem em contextos organizacionais diferentes daqueles da economia privada tradicional e o impacto dos ambientes sociais nesses processos. Ele também serve como referência para a utilização do interacionismo interpretativo como abordagem teórico-metodológica em estudos no campo da aprendizagem organizacional.

Le choix du partenaire sexuel est l'une des décisions les plus importantes auxquelles sont confrontés les animaux au cours de leur vie. Une manière pour un individu de choisir un partenaire sexuel est de copier le choix de ses congénères. Bien que décrit dans différentes espèces de vertébrés et chez la Drosophila, ce processus d'imitation du choix du partenaire reste malgré tout peu compris. L'objectif de ma thèse a été d'étudier la capacité des femelles à choisir leur partenaire sexuel par imitation dans deux espèces de poisson, le poisson zèbre (Danio rerio) et la Gambusie de l'Est (Gambusia holbrooki), et d'étudier si cette capacité des femelles à imiter est corrélée à leur personnalité, plus particulièrement à leur caractère sur l'axe timide-audacieux. Les femelles poisson zèbre et G. holbrooki ont une préférence naturelle pour les grands mâles. Afin d'évaluer leur capacité à imiter, nous avons testé si, comme décrit dans d'autres espèces de poissons, les femelles augmentent leur préférence pour le petit male après avoir observé le grand male seul et le petit mâle en interaction avec une autre femelle. Nous n'avons pas pu mettre en évidence une tendance à imiter le choix de ses congénères chez des femelles poisson zèbre, suggérant que ce modèle n'est pas adapté pour étudier les mécanismes cognitifs sous-tenant le processus d'imitation du choix du partenaire (Article 1, Chapitre 2). Afin d'évaluer leur caractère exploratoire-audacieux, nous avons testé le comportement de ces mêmes femelles poisson zèbre dans un labyrinthe toutes les deux semaines, cinq fois de suite. Bien que nous ayons trouvé une répartition claire des individus le long de l'axe timide-audacieux dans le premier test, nous n'avons cependant pas pu détecter une répétabilité des comportements individuels à travers les tests suivants. Ceci était sans doute du au fait qu'après le premier test de personalité dans le labyrinthe, les femelles avaient appris que ce labyrinthe ne contenait aucun attracteur (alimentation ou congénère), ce qui les conduisaient à bouger de moins en moins dans le labyrinthe. Ainsi, bien que les traits de personnalité doivent persister au fil du temps, nos données suggèrent que la répétabilité des mesures dans un même test pourrait être faussée par l'apprentissage et l'habituation (Article 2, Chapitre 3). Finalement, nos données sur les femelles Gambusie de l'Est suggèrent que la capacité à imiter le choix d'un partenaire sexuel est liée à la personnalité des femelles: comme anticipé, seules les femelles timides, et non les plus audacieuses, montrent une réelle capacité à imiter le choix de leurs congénères femelles. Ce comportement des femelles timides est maximum lorsque la différence de taille entre les mâles est comprise entre 10% et 25%. Enfin, l'imitation du choix du partenaire semble également être affectée par la pression atmosphérique au moment de l'expérience, les femelles étant plus susceptibles d'imiter leurs congénères lorsque la pression de l'air augmente, en prévision de condition climatique favorable. Si nous avions ignoré ces effets confondants (personnalité, différence relative de taille des mâles attracteurs et pression atmosphérique), nous n'aurions pas détecté le comportement d'imitation du choix du partenaire sexuel chez la gambusie. Nous concluons qu'il est important de prendre en compte de tels effets confondants dans l'étude du comportement d'imitation du choix du partenaire social chez les autres espèces (Article 3, Chapitre 4). / Le choix du partenaire sexuel est l'une des décisions les plus importantes auxquelles sont confrontés les animaux au cours de leur vie. Une manière pour un individu de choisir un partenaire sexuel est de copier le choix de ses congénères. Bien que décrit dans différentes espèces de vertébrés et chez la Drosophila, ce processus d'imitation du choix du partenaire reste malgré tout peu compris. L'objectif de ma thèse a été d'étudier la capacité des femelles à choisir leur partenaire sexuel par imitation dans deux espèces de poisson, le poisson zèbre (Danio rerio) et la Gambusie de l'Est (Gambusia holbrooki), et d'étudier si cette capacité des femelles à imiter est corrélée à leur personnalité, plus particulièrement à leur caractère sur l'axe timide-audacieux. Les femelles poisson zèbre et G. holbrooki ont une préférence naturelle pour les grands mâles. Afin d'évaluer leur capacité à imiter, nous avons testé si, comme décrit dans d'autres espèces de poissons, les femelles augmentent leur préférence pour le petit male après avoir observé le grand male seul et le petit mâle en interaction avec une autre femelle. Nous n'avons pas pu mettre en évidence une tendance à imiter le choix de ses congénères chez des femelles poisson zèbre, suggérant que ce modèle n'est pas adapté pour étudier les mécanismes cognitifs sous-tenant le processus d'imitation du choix du partenaire (Article 1, Chapitre 2). Afin d'évaluer leur caractère exploratoire-audacieux, nous avons testé le comportement de ces mêmes femelles poisson zèbre dans un labyrinthe toutes les deux semaines, cinq fois de suite. Bien que nous ayons trouvé une répartition claire des individus le long de l'axe timide-audacieux dans le premier test, nous n'avons cependant pas pu détecter une répétabilité des comportements individuels à travers les tests suivants. Ceci était sans doute du au fait qu'après le premier test de personalité dans le labyrinthe, les femelles avaient appris que ce labyrinthe ne contenait aucun attracteur (alimentation ou congénère), ce qui les conduisaient à bouger de moins en moins dans le labyrinthe. Ainsi, bien que les traits de personnalité doivent persister au fil du temps, nos données suggèrent que la répétabilité des mesures dans un même test pourrait être faussée par l'apprentissage et l'habituation (Article 2, Chapitre 3). Finalement, nos données sur les femelles Gambusie de l'Est suggèrent que la capacité à imiter le choix d'un partenaire sexuel est liée à la personnalité des femelles: comme anticipé, seules les femelles timides, et non les plus audacieuses, montrent une réelle capacité à imiter le choix de leurs congénères femelles. Ce comportement des femelles timides est maximum lorsque la différence de taille entre les mâles est comprise entre 10% et 25%. Enfin, l'imitation du choix du partenaire semble également être affectée par la pression atmosphérique au moment de l'expérience, les femelles étant plus susceptibles d'imiter leurs congénères lorsque la pression de l'air augmente, en prévision de condition climatique favorable. Si nous avions ignoré ces effets confondants (personnalité, différence relative de taille des mâles attracteurs et pression atmosphérique), nous n'aurions pas détecté le comportement d'imitation du choix du partenaire sexuel chez la gambusie. Nous concluons qu'il est important de prendre en compte de tels effets confondants dans l'étude du comportement d'imitation du choix du partenaire social chez les autres espèces (Article 3, Chapitre 4).

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.

Tendo como referência principal a discussão sobre governança, a pesquisa buscou identificar quais tipos de práticas são consideradas mais exitosas no contexto da gestão da água. O trabalho apresenta a crítica ao modelo da ciência normal e apresenta a ciência pós-normal como alternativa para um fazer científico que legitima outras formas de conhecimento, e não apenas o especialista. O trabalho toma como referência o cenário político, social, econômico, cultural e ambiental descrito pela a abordagem da sociedade de risco. Foram revisadas abordagens recentes sobre os temas da governança, da governança ambiental, governança da água, da aprendizagem social e da análise do desenvolvimento das instituições. Toda a discussão suscitada pela literatura revisada é feita à luz do Sistema Integrado de Gerenciamento dos Recursos Hídricos no Estado de São Paulo- SIGRH. Apresentamos o modelo de análise da gestão participativa MAGEP, desenvolvido como síntese da literatura revisada e uma reflexão sobre as políticas de participação social da terceira geração. O trabalho conclui que a gestão da água no Estado de São Paulo é feita em consonância com o que a literatura tem apresentado como formas adequadas de gestão do recurso hídrico. No entanto, o SIGRH em São Paulo carece de práticas inovadoras que tornem o ambiente da gestão da água mais dinâmico e com mais participação social. / The governance approach represents the main discussion in this research that tried to identify how water can be managed in a sustainable way. We criticize the normal science model, to show that the pos-normal science is an approach able to recognize different kinds of knowledge. We took the risk society approach as the political, economic, social, cultural and environmental setting where the water management becomes an important question. We reviewed works from Governance, Environmental Governance, Water Governance, Social Learning and Institutional Analysis Development to understand the Integrated Management State of São Paulo. We present the Participative Management Analysis Model built as a synthesis of the reviewed literature and the reflection about the third generation of social participation polices. We concluded that the water management in São Paulo has been done in according with what we found in the research; however it needs to have more creative practices and more social participation.