Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-10-30T14:28:52Z No. of bitstreams: 1 vadeilzacastilhodearaujobernert.pdf: 3425066 bytes, checksum: 0f0d30244bad3ac4b2531e1bab6ffc62 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-11-23T11:35:20Z (GMT) No. of bitstreams: 1 vadeilzacastilhodearaujobernert.pdf: 3425066 bytes, checksum: 0f0d30244bad3ac4b2531e1bab6ffc62 (MD5) / Made available in DSpace on 2018-11-23T11:35:20Z (GMT). No. of bitstreams: 1 vadeilzacastilhodearaujobernert.pdf: 3425066 bytes, checksum: 0f0d30244bad3ac4b2531e1bab6ffc62 (MD5) Previous issue date: 2018-07-13 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão selecionado para discussão e análise foi a implementação do Projeto de Atendimento Diferenciado aos Estudantes no Período Noturno no município de Vilhena- Rondônia. Os objetivos definidos para este estudo foram: i) descrever as Atividades Multidisciplinares por Área do Conhecimento (AMAC), bem como as dificuldades da Coordenadoria Regional de Educação de Vilhena (CRE) em monitorar a realização dessas atividades junto às escolas de sua jurisdição; ii) analisar as dificuldades enfrentadas pela CRE no acompanhemento das AMAC realizadas pelas escolas estaduais de Ensino Médio regular do período noturno no município de Vilhena. iii) propor ações para minimizar as dificuldades de acompanhamento das AMAC realizadas pelas escolas estaduais de Ensino Médio regular nas escolas da jurisdição da CRE de Vilhena-RO. Como metodologia foi utilizada a pesquisa qualitativa, sendo usados como instrumentos de coleta de dados: questionários aplicados aos estudantes para traçar o perfil dos alunos do Ensino Médio noturno, entrevistas semiestruturadas com a equipe gestora, supervisores e gestores e grupo focal com alunos e professores. Os resultados apontam que é preciso melhorar o acompanhamento e acompanhamento por parte da CRE das AMAC nas escolas. O planejamento das atividades docentes, as práticas pedagógicas para construção das AMAC precisam estar centradas nos estudantes, considerando suas especificidades, oferecendo-lhes atividades motivadoras para que eles possam se envolver mais no processo ensino e aprendizagem, compartilhando seus saberes por meio da interação. A CRE precisa oferecer formação aos docentes, às equipes gestoras sobre as AMAC, intervindo, quando necessário, para o replanejamento das atividades, avaliando as AMAC e observando os resultados internos sobre os avanços escolares com dados referentes ao abandono e reprovação, para que haja equidade de permanência dos estudantes, garantindo oportunidades aos alunos de concluir seus estudos. Para tal, foi proposto um Plano de Ação Educacional apresentando ações que possibilitarão a formação com os supervisores, gestores e professores, bem como estratégias de acompanhamento das AMAC e propostas de intervenção para melhorar o desenvolvimento das AMAC no Ensino Médio noturno nas escolas estaduais do município de Vilhena/RO. / The current thesis was developed in the scope of the Professional Maester in Management and Education Evaluation (PMMEE) of the Public Political Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd/FUJF). The management case studied analyzed and discussed the implementation of the distinguished attendance to the Students of nighttime period of Vilhena/Rondônia City. The stablished goals to this study were: i) Describe the Multidisciplinary Activities per knowledge area (AMAC), as well as the Vilhena’s Regional Education Coordination (CRE) difficulties at monitoring the application of these activities within the schools of its jurisdiction; ii) Analyze the difficulties faced by CRE in monitoring the AMAC that were done by the state regular high schools of the nighttime period in Vilhena city. iii) Propose actions to minimalize the monitoring difficulties of the AMAC applicate by the regular state high schools within the schools of CRE Vilhena/RO jurisdiction. The methodology used was the qualitative research, being used as data collected tools: questionnaires applied to the students to trace the nighttime high school student profile; Semistructured interviews with the management team, supervisors; and focal group with students and teachers. The results indicate that is need to improve the monitoring and follow-up of the AMAC by the CRE at the schools. The teachers’ planning activities and the pedagogical practices to the AMAC’s constructions needs to be centered in the students, considering their specificities, offering them motivational activities so they can get more involved in the teaching learning process, sharing their knowledge through interaction. The CRE need to offer formation to the teachers and management teams about the AMAC, interfering, when necessary, for the re-planning of activities and evaluating the AMACs observing the inside results on the school progress with data on dropout and school failure, so that there is equity in the students permanency, ensuring the students opportunities to complete their studies. For so, was proposed an Education Action Plan that presents actions that will enable training with the supervisors, managers and teachers, as well as monitoring strategy for the AMAC and intervention proposal to improve the AMACs development in the nighttime state high schools in Vilhena/RO city.

The aim of this study was developing an energy benchmarking method for urban quarters in order to design or manage the energy efficiently at urban scale. Rational implementation of energy efficiency strategies for the urban settlements can be possible with the comprehensive building stock models which have the ability to estimate and evaluate the energy demand of the building stock together with surrounding urban structures. The research initially focused to determine the factors which have an influence on the urban energy performance and rating, labeling, benchmarking systems used for evaluation of the energy performance. The field of study has narrow down to residential urban quarters which is approximately 70 % of the building stock. It has been considered surrounding attributes, building properties and occupant behavior. The results of the measurements from casestudy area were evaluated with regresional analysis in order to understand which factors have influence on energy performance. Artificial representative residential settlements were configured in that some of the factors were not possible to consider or evaluate with casestudy data. These representative residential settlements were evaluated with EnergyPlus simulation program and the results were compared with each other for forming a benchmarking method. The simulation results shows that density of the area and building envelope properties have significant effect on the urban energy performance. In order to use these benchmarking results, simulations were applied to the web tool. This urban energy benchmarking method provide the quantified energy performance of the different settlement types for urban designers and urban energy planners enabling them to estimate the urban energy requirement without socio economic context.