AGUIAR, Elenita Maria Dias de Sousa . Concepções e práticas de professores em avaliação da aprendizagem na rede pública municipal de ensino de Teresina. 2009. 113f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-06T14:08:32Z No. of bitstreams: 1 2009_Dis_EMDSAguiar.pdf: 385670 bytes, checksum: 43f6da31659d04059166042f51df3c4e (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-10T11:49:05Z (GMT) No. of bitstreams: 1 2009_Dis_EMDSAguiar.pdf: 385670 bytes, checksum: 43f6da31659d04059166042f51df3c4e (MD5) / Made available in DSpace on 2012-07-10T11:49:05Z (GMT). No. of bitstreams: 1 2009_Dis_EMDSAguiar.pdf: 385670 bytes, checksum: 43f6da31659d04059166042f51df3c4e (MD5) Previous issue date: 2009 / The general objective of this study was to investigate the conceptions of some teachers, and their practices in evaluating learning in the beginning grades of an Elementary School in the Municipal Education System of Teresina, Piaui, Brazil. The information (data) sources for the study included some official documents (Political-Pedagogical Project, Curriculum Proposal, Directives of the Teresina Municipality, and the School Rule & Regulations), as well as the conceptions and practices of the teacher participants themselves. The investigation, a descriptive case study of a qualitative nature, depended upon nine 4th grade teachers. Data were collected through questionnaires, followed by semi-structured interviews, documentary analyses, and those observations registered in the field journal. The results of the study indicate that the teachers basically employed a reductionist approach when they evaluated student learning. Through spontaneous representations, the teacher participants in the study demonstrated some pedagogical activism. In their fixed and punctuated evaluative practices, though a few developed some student follow-up, grades remained the first priority as a general rule of thumb. This situation influenced the curriculum in that though these professionals expressed support for the constructivist content of the official documents, what they practiced in the classroom had little or nothing to do with the development of creative practices as required by these documents. Rather, the teachers concentrated on teaching Portuguese and Mathematics using reinforcement techniques (Skinner), a pedagogical strategy very far removed from dialogue, diagnosis, registration of general student development, and interventions intended to constitute formative evaluations. Though familiar with the elements for appropriate student evaluation, the teachers did not feel prepared to use this knowledge in their pedagogical activities. Another result of the study was that the teachers gave great importance to the official documents. However, only some knew the contents of these documents. Many teachers merely claimed to know that they existed. Despite the fact that many of the teachers knew of the pedagogical contents, objectives, competencies, and projects discussed in these documents, it cannot be said that their evaluative practices were based on these elements. While some teachers’ evaluative practices were permeated by a desire to get it correct, for others, evaluation was merely a routine that had to be followed. For all of the teachers, nonetheless, evaluation was developed with many difficulties and little knowledge of the real meaning of evaluation in the learning process. Based upon this study, it can be recommended that relevant changes be introduced not only in teacher education, but also in new and more appropriate teaching practices. Finally, in discussing schooling, teachers are important agents (subjects) and not mere executors of actions planned by others / Este estudo apresentou como objetivo geral investigar as concepções e práticas dos professores em avaliação da aprendizagem em escola de Ensino Fundamental (séries iniciais) do ensino público municipal de Teresina. Para tanto, consideraram-se os documentos oficiais (Projeto Político Pedagógico, Proposta Curricular, Diretrizes Curriculares do Município de Teresina e Regimento Escolar) e as concepções e práticas dos professores. Constitui-se em estudo de caso descritivo com abordagem qualitativa, com nove professores de 4ª série do Ensino Fundamental. Para a coleta de dados utilizaram-se questionários, seguidos de entrevista semi-estruturada, análise documental e observação com registro em diário de campo. Os resultados indicam que a prática docente quanto às funções da avaliação da aprendizagem ainda é reducionista. Na escola pesquisada, especificamente nas turmas de 4ª série, observou-se que o ativismo pedagógico é expresso por representações espontaneístas, que na avaliação pode ser traduzida como práticas pontuais, pois, embora alguns professores desenvolvam o acompanhamento da aprendizagem dos alunos, a avaliação é priorizada pela nota. Esses aspectos influenciam o currículo, que da intenção construtivista expressa nos documentos oficiais, reflete o desenvolvimento de práticas criativas, mas não caracterizadas como construtivas, concentração nas áreas de Língua Portuguesa e Matemática, presença do reforço e distanciamento do diálogo, manifestando práticas pedagógicas que se distanciam do diagnóstico, dos registros escritos e das intervenções com intenções à função formativa da avaliação. Os elementos das funções avaliativas não são desconhecidos dos professores, entretanto, eles não se sentem preparados para utilizá-los no desenvolvimento de suas rotinas. Outro dado dos resultados compreende a importância dada aos documentos oficiais, parte dos professores os conhece, outros apenas sabem da sua existência. A parte dos documentos conhecida pela maioria é a que diz respeito aos conteúdos, objetivos, habilidades e projetos, portanto, não se pode dizer que a fundamentação teórica da prática avaliativa seja orientada por eles. Observou-se que a prática avaliativa de alguns professores é permeada pela vontade de acertar, mas para a maioria é apenas rotina a ser cumprida. Para todos, entretanto, ela é desenvolvida em meio às dificuldades e desconhecimento dos reais sentidos da prática avaliativa. As transformações devem ser viabilizadas tanto em termos de formação docente, quanto às adequações a novas práticas, considerando os professores como sujeitos da discussão, e não apenas executores de ações

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta pesquisa investiga como as dissertaÃÃes publicadas nos anos 2005, 2010 e 2015, que estudam experiÃncias/polÃticas mÃdia-educativas no espaÃo escolar, analisam os resultados dessas aÃÃes e em quais parÃmetros se apoiam. Para tanto, recorremos à plataforma Biblioteca Digital de Teses e DissertaÃÃes (BDTD) do Instituto Brasileiro de InformaÃÃo, CiÃncia e Tecnologia (Ibict). A busca pelos textos a serem analisados foi feita atravÃs do cruzamento dos filtros ano de publicaÃÃo (2005, 2010 e 2015), nÃvel (dissertaÃÃo) e palavras-chave (mÃdia-educaÃÃo, educomunicaÃÃo, media literacy). ApÃs a escolha dos recortes de anÃlise foram identificadas 48 pesquisas em potencial que poderiam esclarecer essa questÃo. Foram definidos critÃrios adicionais de seleÃÃo e descarte dessas dissertaÃÃes e, ao final, o estudo se circunscreveu a um corpus de 05 trabalhos. SÃo eles: Ramos (2005), Viezzer (2005), Hack (2005), Farias (2010) e Ribeiro (2015). Para estudÃ-los, recorreu-se a 10 (dez) categorias de anÃlise: CompreensÃo de mÃdia-educaÃÃo, Objetivos da experiÃncia/polÃtica, Contexto da experiÃncia/polÃtica, Atores envolvidos, Tipos de aÃÃo, MÃdias/Aplicativos abordados, Temas abordados, MÃtodos de promoÃÃo, Auto-avaliaÃÃo e AvaliaÃÃo dos resultados. Ao final da investigaÃÃo, foi possÃvel identificar que os pesquisadores tendem a apresentar um resultado geral, sempre positivo, das prÃticas realizadas, indicando os ganhos da mÃdia-educaÃÃo para: formaÃÃo de sujeitos autÃnomos e mais crÃticos perante os discursos das mÃdias, transformaÃÃo dos sujeitos em produtores de comunicaÃÃo, atualizaÃÃo do processo de ensino-aprendizagem com base nas experiÃncias concretas dos estudantes, o uso das mÃdias como prÃtica libertadora de ensino-aprendizagem, entre outros. Os parÃmetros de avaliaÃÃo que fundamentam esta avaliaÃÃo, contudo, nem sempre sÃo explicitados. Tais estudos, portanto, trazem lacunas na fundamentaÃÃo de seus critÃrios de anÃlise sobretudo em relaÃÃo a avaliaÃÃo diagnÃstica dos atores envolvidos antes da realizaÃÃo da experiÃncia/polÃtica mÃdia educativa, a evoluÃÃo do cenÃrio antes e depois da experiÃncia/polÃtica mÃdia educativa e a distinÃÃo entre os resultados desejados e os aferidos. Como aspectos positivos dessas investigaÃÃes, contudo, à importante reconhecer que os pesquisadores brasileiros que se debruÃam sobre esse tema buscam formas de avaliar suas experiÃncias de modo a tornar possÃvel, em outros espaÃos, a reproduÃÃo das prÃticas que analisaram; que as prÃticas mÃdias-educativas sÃo adaptÃveis a diferentes realidades sociais, podendo ser aplicadas tanto a estudantes mais jovens como jà adultos; que o profissional da educaÃÃo necessita acompanhar os elementos concretos existentes no cotidiano dos estudantes e as mÃdias ocupam um lugar privilegiado em suas vidas; que o fetiche tecnolÃgico, por si sÃ, nÃo à suficiente para promover o processo de ensino-aprendizado e o fortalecimento do senso crÃtico de cidadania. / This study investigates how the dissertations published in 2005, 2010 e 2015, which evaluated experiences/policies focused on media education in school environment, analyzed the products of these actions and their parameters. Thus, we consulted the digital platform of thesis and dissertations (BDTD) of the Brazilian Institute of Information, Science and Technology (Ibict). The text search was carried out by crossing the following filters; year of publication (2005, 2010 and 2015), level (dissertation) and keywords (mÃdia-educaÃÃo, educomunicaÃÃo, media literacy). 48 potential studies were selected after choosing the types of analysis and additional criteria were used to select and discard the dissertations. Finally, our research compiled 5 studies; Ramos (2005), Viezzer (2005), Hack (2005), Farias (2010) and Ribeiro (2015). We used 10 categories for their proper understanding; comprehension of media education, experiences/policies goals, context, involved subjects, types of action, the applications which were used, themes, promotional methods, self-evaluation and evaluation of results. So, it was possible to identify that the researches commonly presented general positive results considering the actions which were carried out, remarking the benefits of media education to transform the subjects into media producers, contribute to their critical sense, improve their learning process based on individual experiences and media use, etc. However, evaluationÂs parameters are not commonly demonstrated, thought these studies lack their criteriaÂs basis in topics such as involved subjects before media education experiences/policies and distinction between the results that were aimed or measured. It must be mentioned that positive aspects were observed; Brazilian researchers who study this topic usually find new ways of evaluating their experiences and making them viable and possible in other scenarios and reproduce analyzed actions, reinforcing the concepts that media education is adaptable to different social realities, being applicable to young and older students, professionals involved in education need to understand concrete elements that are part of the studentsâ daily routine and media must have fundamental importance in their lives. So, technological fetish is not sufficient to promote the learning process and reinforcement of citizenshipÂs critical sense.

nÃo hà / Este trabalho de tese tem como objetivo desvelar, no mundo vivido pelos estudantes, o processo de avaliaÃÃo do ensino-aprendizagem na modalidade a distÃncia, os significados e o sentido da prÃtica avaliativa no Curso de GraduaÃÃo em Pedagogia da Universidade Estadual do CearÃ. Trata-se de uma pesquisa com abordagem hermenÃutica, apoiada na interpretaÃÃo fenomenolÃgica. O pensamento de Heidegger foi aporte para analisar as unidades de sentido e para interpretar as falas dos sujeitos. A fenomenologia de Merleau-Ponty tambÃm embasou a pesquisa, possibilitando revelar a essÃncia do fenÃmeno investigativo, significados e sentidos das experiÃncias vividas pelos sujeitos. A pesquisa foi realizada no perÃodo de 2012 e 2013, nos polos de Campos Sales e Maranguape. O critÃrio de escolha desses polos foi a localizaÃÃo, proximidade e distÃncia em relaÃÃo à sede da referida universidade (Fortaleza). Os sujeitos foram: vinte e quatro estudantes, quatro tutores e seis professores formadores. Utilizou-se como instrumento ou tÃcnica a entrevista semiestruturada. O estudo buscou interpretar o pensamento e a experiÃncia dos sujeitos e a consciÃncia de ser e âestar-no-mundoâ no contexto da formaÃÃo superior. Os resultados dos discursos dos educandos revelaram que as intenÃÃes de âvir-a-serâ no mundo estÃo diretamente vinculadas Ãs tomadas de decisÃo em funÃÃo das oportunidades, evidenciadas pelo desejo de resgatar a autoestima e decidir cursar uma faculdade, ou seja, o Dasein se faz a partir de si mesmo e da prÃpria forma de ser em relaÃÃo ao mundo posto. No contexto da EducaÃÃo a DistÃncia (EaD), os discentes possuem consciÃncia de que a existÃncia do âser-no-mundoâ se relaciona pela forma com a qual utilizam o objeto (tÃcnica/EaD), de preferÃncia como instrumento ocupacional (Zeug) condicionante importante para a realizaÃÃo do curso e para superar a limitaÃÃo factÃvel de seu emprego, ou seja, transformam a realidade de distanciamento entre a EaD/computador com atitudes de exploraÃÃo ativa e percepÃÃo otimista no seu uso por ocasiÃo do curso. Foi desvelado que o processo de construÃÃo do saber depende dos elementos impulsionadores de um clima propÃcio para a aprendizagem, como interaÃÃo e empatia entre os indivÃduos, armaÃÃo da tÃcnica e estrutura do curso, favorecendo, assim, um clima de diÃlogo, conexÃes e mÃltiplas aprendizagens. O âser-no-mundoâ se constrÃi pela perspectiva avaliativa adotada, que, para o curso na modalidade a distÃncia, deve caminhar num fazer construtivista, isto Ã, formativo, no qual o processus possibilita o movimento para a aÃÃo, para antecipar e progredir. Hà evidÃncias de uma prÃtica avaliativa da primeira geraÃÃo, todavia as falas desvelam a fà perceptiva de uma avaliaÃÃo da conquista. Sugere-se, entÃo, a adoÃÃo do Ato Avaliativo DialÃgico, pois articula, na prÃtica avaliativa, o diÃlogo entre os princÃpios filosÃficos, pedagÃgicos, polÃticos e curriculares da formaÃÃo. Desse modo, no ato avaliativo, o Dasein à o centro desse processo e deve ser considerado em sua totalidade como ser integral, dialÃgico e histÃrico, de modo a potencializar o amadurecimento do ser para si, de experiÃncias autÃnomas e responsÃveis, estabelecendo, assim, aprendizagem ativa, consciente e significativa. Nesse contexto, afirma-se que a essÃncia do ato de avaliar està nas possibilidades construtivas que ele desenvolve nos sujeitos, como autonomia e autoformaÃÃo. / This thesis aims to unveil, in the studentsâ context, the characteristics of the teaching-learning process in the distance modality; the meaning and the appreciation of evaluation practices, in the Education graduate program at the State University of âCearÃâ. The research was based on a hermeneutic approach and it was supported by phenomenological interpretation. Heideggersâ conceptions were the foundation to analyze the meaningful units as well as the subjectsâ speeches. The phenomenology of Merleau-Ponty was also a theoretical framework for the research, in order to reveal the essence of the phenomenon, that is, the significance and meanings of the subjectsâ experiences. The research took place in the years of 2012 and 2013 in the âMaranguapeâ and âCampos Salesâ university campi. The criteria for choosing these centers were the location, what means the proximity or distance from the main University campus, in Fortaleza, the main campus of this university. The subjects were twenty four students which were enrolled in the distance program, four preceptors and the studentsâ professors. A semi-structured interview was utilized as the instrument to collect the data. The study searched to interpret the thoughts and the experiences of the subjects, as well as their awareness of âbeing in the worldâ in a High Education environment. The results related to the studentsâ speeches reveal that their intentions about the future are directly linked to the process of decision making, in relation to the opportunities. This fact was evidenced by the desire to restore self-esteem and by the decision to enroll in a graduate program, which means that the Dasein stems from the student themselves and from the ways they relate themselves with the world. In this distance education modality, the students were aware that âbeing in the worldâ is related to the way they utilize the object (technics/EaD), preferable, as an optional instrument which is important to conclude the graduate program and to overcome the limitations related to its utilization. Thus, they transform the distance reality concerning EaD computer, by means of active exploration and optimistic expectative, while they are enrolled in the program. The study also showed that the knowledge construction depends on stimulating factors which are present in an atmosphere favorable to learning such as interaction, empathy among persons and the educational program structure which foster dialogues, conexions and multiple learning. The feeling of âbeing in the worldâ is built by the evaluation procedures of the distance program that should be based on a constructivist approach, in which the processus makes possible the drive to act, to anticipate and to advance. It was observed in the program the practice of first generation evaluation procedures; however, the speeches of the professors reveal they believe in a constructive evaluation. So, it is suggested the adoption of a Dialogic Evaluative Act, since it articulates, in the evaluation process, a dialogue among philosophical, pedagogic, political and curricular principles of formation. Therefore, in the evaluative procedures, the Dasein is the center of this process and should be integral, dialogic and historical. In this way, it may foster the development of independent and responsible experiences which allow an active, conscious and meaningful learning. In this context, it is possible to affirm that the essence of the evaluation procedures consists in the constructive possibilities that it develops in the students such as autonomy and self formation.

Sustainable urban mobility is an established target of policy making and planning in Europe. It is associated with, among others, better air quality, less noise disturbance, increased safety and quality of public space. In this regard, one of the EU Commission’s main tools to reach sustainable urban mobility, Sustainable Urban Mobility Plans (SUMP), require the explicit integration of Monitoring and Evaluation (M&E). Yet, European cities face common barriers when it comes to materialising M&E in practice. To avoid or overcome these barriers, this paper argues for integrating capacity building (CB). We draw this conclusion on the basis of experiences made during the M&E of the Horizon 2020 Project ‘Metamorphosis’. We report our experiences, rating different monitoring indicators used for the evaluation of measures transforming car-oriented neighbourhoods into children-friendly neighbourhoods in seven European cities. We then give advice on how to design and integrate CB for a feasible M&E scheme.

The rise of sustainable food products in Germany highlights the desire of German consumers for food which was produced with respect to the three themes of sustainability, the environment, animal welfare and social aspects. Despite this development, previous research showed, that labels and claims used at the POS to promote sustainable food products, cause difficulties for consumers such as distrust or consumer confusion when searching and evaluating these products. The purpose of this thesis is to examine whether the German supermarket and discounter customers are able to understand sustainable information at the POS and consequently identify sustainable food products. In order to examine this, a qualitative approach was chosen where nine semi-structured interviews with German consumers were conducted. The interviews contained an experimental part, where the consumers’ search and evaluation processes were tested. The results of this thesis show that difficulties in identifying sustainable food products exist in terms of trustworthiness of the information provided on the products especially in case of brand names and unknown sustainability labels. Furthermore, spin-off effects between sustainable products and less sustainable, conventional products were observed, where a positive evaluation of a sustainable product, negatively affected the evaluation of another product. Next to these difficulties, motivational conflicts were found to be a major obstacle for consumers when evaluating sustainable products. These findings implicate that manufactures and retailers need to carefully choose which and how they present sustainable information at the POS, as this is decisive for the successful search and evaluation process of their customers.

Three step process: Each valuation process can - independent of its economic or ecological focus - be subdivided into three stages: The selection of the target object, the determination of the effects to be analyzed and, last but not least, the monetary or non-monetary valuation of these effects. Already during the first two stages an implicit valuation through the selection processes for the target object and the effects takes place. The actual explicit valuation that is predominantly discussed in the literature is confined to the last stage. For the whole valuation process the three stages have to be clearly separated in order to be able to unequivocally attribute the influences on the results to the single stages. Implementation: Each valuation process is only as good as the information and decision instruments that are used in the determination of its results. Special features of eco-related consequences: The structure of a valuation process of eco-related consequences corresponds to the one for economic, monetary valuable consequences. The scientific discussion needs an objective analysis of the three stages and of the information and decision processes that implement the valuation.

Evaluation of teacher training has been conducted primarily on pre-service contexts and has focussed almost exclusively on evidence of impact in terms of changes in teachers’ behaviour or beliefs. Using a responsive / constructivist methodology my research focuses on an in-service context and takes the participants as the starting point of the research in order to examine both the processes of teacher learning (i.e. how do teachers learn) as well as the product (what are their claims, concerns and issues) regarding the training programme. The emergent data is analysed with findings grounded in the literature of teacher learning and parallels made with my own reflections on the processes of learning through the research experience itself. The evaluation focuses on a Cambridge In Service Certificate of English Language Teaching (ICELT) training course which is designed as an internationally appropriate INSET programme that can satisfy the training needs of (both native and non-native) EFL teachers. The research is valuable because we do not know how teachers learn on a training course. Through a review of the literature and exploiting the imagery of a metaphorical journey of development, I formulate a framework for analysing teacher learning which distinguishes between practical (applied) knowledge, conceptual knowledge and knowledge of self. This theoretical framework provides a lens to analyse data emerging during the evaluation. The research advocates an alternative ‘constructivist – responsive’ method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). The research methods follow a Fourth Generation Evaluation model (Guba and Lincoln 1979). The results show that in terms of the evaluation outcomes (product) we can identify modes of learning that concern tasks (how), knowing (what) and awareness of self and socio-cultural context (why). Analysis of the teachers’ talk as collaborative interaction showed little evidence of learning taking place. There were no obvious sections of exploratory talk that is conducive to the construction of new meanings and learning. However by analysing teachers’ talk as a manifestation of individual modes of thinking we are able to identify modes of thinking that have clear parallels with the framework of teacher learning depicted above: techno-rationale thought (how), reflective thought (what) and critical thought (why).The descriptive framework therefore depicts the integration of levels for both the process of learning and the products of learning and as such is a powerful tool for teacher educators. Teachers need to operate on all three levels in their professional lives. The study challenges some well-established assumptions in teacher training evaluation. In terms of epistemology, teacher learning is life-long and individual. Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of the socio-cultural context and recognise the interconnectedness of process and product (i.e. how the traveling and the journey interact).

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-05T13:19:16Z No. of bitstreams: 1 João Guilherme Lopes de Andrade_.pdf: 2577301 bytes, checksum: 98e7b1f8dedcdb0f8638d1f2593efff9 (MD5) / Made available in DSpace on 2017-06-05T13:19:16Z (GMT). No. of bitstreams: 1 João Guilherme Lopes de Andrade_.pdf: 2577301 bytes, checksum: 98e7b1f8dedcdb0f8638d1f2593efff9 (MD5) Previous issue date: 2017-02-22 / UNICEUB - Centro Universitário de Brasília / O presente trabalho investigativo objetivou conhecer procedimentos de auto-avaliação empreendidos pelo UniCEUB (Centro Universitário de Brasília) para melhor qualificarmos processos avaliativos e assim incentivar seu desenvolvimento. Envolveu três Cursos da Instituição e seus coordenadores e teve como enfoque central, além de compreender as dinâmicas, sugerir alguns indicadores e ações para a qualificação de seu processo avaliativo. Os principais autores que embasaram o estudo foram: José Dias Sobrinho, Boaventura de Sousa Santos, José de Carvalho Mourão, Paulo Freire, A metodologia utilizada teve enfoque qualitativo, sem desconsiderar dados quantitativos, uma vez que trabalhou mais com o universo dos significados, das compreensões dos dados coletados; utilizou-se também, para ouvir os sujeitos durante processo, de entrevistas semiestruturadas. Centrou as dimensões analíticas em duas direções: a primeira envolvendo os Projetos Pedagógicos do UniCEUB e dos três Cursos investigados, para identificar suas concepções e a segunda, a autoavaliação na sua especificidade. Utilizei-me para complementar os dados de documentos institucionais pertinentes à temática estudada e ouvi o representante do Setor Pedagógico. Estas duas direções sugeriram indicadores conceituais, atitudinais e operacionais, que precisarão ser aperfeiçoados; se localizaram nos primeiros as concepções educativas e avaliativas; nos segundos, os valores defendidos e praticados e nos indicadores operacionais, as ações e os procedimentos adotados. Os resultados obtidos nos permitem vislumbrar algumas possiblidades de avanços sobre o processo avaliativo institucional, não só sugeridos pelos coordenadores e pelos estudos realizados, mas, pela minha percepção como gestor. Entretanto, e ao mesmo tempo, ver e acompanhar uma instituição, como o UniCEUB que, desde 1968, vem mantendo o mesmo ideal empreendedor, de constante desenvolvimento de seu projeto pedagógico, de qualificação de processos de aprendizagem, de constante preocupação na qualificação de colaboradores, me ajudou a enxergar aspectos que por vivermos diuturnamente a Instituição, nem sempre percebemos. Constatei que há alguns traços que são marcas da sua cultura organizacional e vi, também, que há um laço afetivo entre instituição, colegiado e alunado, que precisa ser continuamente cultivado. / The present research aims to know the self-evaluation procedure performed by the UniCEUB (University Center of Brasília) to better qualify the processes and thus encourage their development. It involved three courses of the Institution and its coordinators and had as central focus, besides dynamics, to suggest some indicators and actions for a qualification of its evaluation process. The authors who supported the study were: José Dias Sobrinho, Boaventura de Sousa Santos, José de Carvalho Mourão, Paulo Freire, The methodology used with a qualitative approach, without disregarding quantitative data, since they work with the universe of meanings, Understandings Of the data collected; It was also used, to listen to the subjects during the process, of semistructured interviews. It centered as analytical dimensions in two directions: the first involving the pedagogical projects of the UniCE and the three Courses investigated, to identify their conceptions and a second, a self-assessment in its specificity. I used to complement the data of institutional documents pertinent to the subject studied and I heard the representative of the Pedagogical Sector. These two directions suggest conceptual, attitudinal, and operational concepts that need to be perfected; They were located as educational and evaluative conceptions; In the second, the values defended and practiced and the operational indicators, such as actions and procedures adopted. The results obtained in our work showed some possibilities of advances on the institutional evaluation process, were not suggested by the coordinators and the studies carried out, but by my perception as a manager. At the same time, the follow-up of an institution, such as the UniCEUB, which since 1968 has maintained the same entrepreneurial ideal, constantly developing its pedagogical project, qualifying learning processes, constant concern for the qualification of employees, It helped me to see one who, because we live an Institution, we do not always perceive. Note that there are some traces that are marks of your organizational culture and I have also seen that there is an affective bond between the collegial and alunate institution that needs to be continually cultivated.

A disseminação de agentes infecciosos em ambientes interiores é um assunto de interesse da sociedade em geral e uma questão de saúde pública, tendo em vista os surtos recentes do vírus SARS, gripe suína, gripe aviária, etc. Em particular, o sistema com suprimento de ar individualizado têm se mostrado eficaz, atuando como barreira contra contaminação cruzada entre ocupantes. Diversas metodologias têm sido aplicadas nesses estudos, tal como gás traçador, geradores de partículas e simulação CFD, muitas vezes sem muito critério, ou com equipamentos e simulações excessivamente complexas. Neste contexto, o objetivo do presente trabalho é desenvolver um processo robusto e com menor complexidade do que os utilizados atualmente para avaliar a dispersão de contaminantes aéreos em ambientes interiores. O processo desenvolvido é aplicado em um estudo de caso onde a influência de um sistema de ventilação personalizado de cabine de aeronave é avaliado sobre a ótica da infecção cruzada. O trabalho contempla a realização de atividades de simulação computacional (CFD) e medições experimentais no ambiente interno de uma cabine de avião (mock-up), onde os campos de velocidade do ar são medidos com Velocimetria por Imagem de Partículas (PIV), partículas entre 2 e 10m são geradas com um gerador de aerossol e contadas com contadores ópticos portáteis. Obteve-se boa correlação entre os resultados numéricos e experimentais para o campo de velocidades e boa concordância qualitativa entre as contagens de partículas no experimento e nas simulações CFD Lagrangeanas. Observou-se, dentre outros aspectos, que a válvula gasper, tal como ensaiada no presente trabalho, contribui para a qualidade do ar na zona de respiração dos ocupantes sentados, promovendo um aumento nas taxas de deposição de partículas nas superfícies internas do mock-up. / The indoor dispersion of infections agents still concern the society, and has become a matter of public health, taken into account the outbreak of SARS in 2003, and the recent cases of influenza strains (H1N1, avian flu, SARS, etc). The use of personalized ventilation has improved the occupants\' air quality on recent evaluations, working as a contaminant spread barrier. Different kinds of methodologies are usually applied for those studies, such as tracer gas, particle generators and CFD simulations, sometimes without adequate criteria, or applying quite complex equipment and simulation methodologies such as transient analysis. Therefore, the main objective of the present work is to develop a robust method, and if possible less complicated than the current ones, to evaluate the dispersion of indoor airborne contaminants. Moreover, one\'s intend to apply the proposed method in a case study to evaluate the influence of a personalized ventilation system to the spread of indoor air contaminants. The study is composed by CFD simulations and experimental measurements inside an aircraft cabin mock-up, where the velocity and temperature field, as well as particle concentration are measured. Particle Image Velocimetry technique is used to analyse air flow velocities. Particles from 2 to 10µm are produced with aerosol generator and injected into the cabine. Finally, particle distributions are measured with hand held optical counters to evaluate air quality at the breathing zone. Good correlation between numerical and experimental results was obtained for velocity field, and adequate qualitative agreement was obtained for concentration field. One\'s conclude the investigated personalized ventilation system has improved the air quality around occupants breathing zone, mainly by increasing the deposition rates at the internal cabin surfaces.

A disseminação de agentes infecciosos em ambientes interiores é um assunto de interesse da sociedade em geral e uma questão de saúde pública, tendo em vista os surtos recentes do vírus SARS, gripe suína, gripe aviária, etc. Em particular, o sistema com suprimento de ar individualizado têm se mostrado eficaz, atuando como barreira contra contaminação cruzada entre ocupantes. Diversas metodologias têm sido aplicadas nesses estudos, tal como gás traçador, geradores de partículas e simulação CFD, muitas vezes sem muito critério, ou com equipamentos e simulações excessivamente complexas. Neste contexto, o objetivo do presente trabalho é desenvolver um processo robusto e com menor complexidade do que os utilizados atualmente para avaliar a dispersão de contaminantes aéreos em ambientes interiores. O processo desenvolvido é aplicado em um estudo de caso onde a influência de um sistema de ventilação personalizado de cabine de aeronave é avaliado sobre a ótica da infecção cruzada. O trabalho contempla a realização de atividades de simulação computacional (CFD) e medições experimentais no ambiente interno de uma cabine de avião (mock-up), onde os campos de velocidade do ar são medidos com Velocimetria por Imagem de Partículas (PIV), partículas entre 2 e 10m são geradas com um gerador de aerossol e contadas com contadores ópticos portáteis. Obteve-se boa correlação entre os resultados numéricos e experimentais para o campo de velocidades e boa concordância qualitativa entre as contagens de partículas no experimento e nas simulações CFD Lagrangeanas. Observou-se, dentre outros aspectos, que a válvula gasper, tal como ensaiada no presente trabalho, contribui para a qualidade do ar na zona de respiração dos ocupantes sentados, promovendo um aumento nas taxas de deposição de partículas nas superfícies internas do mock-up. / The indoor dispersion of infections agents still concern the society, and has become a matter of public health, taken into account the outbreak of SARS in 2003, and the recent cases of influenza strains (H1N1, avian flu, SARS, etc). The use of personalized ventilation has improved the occupants\' air quality on recent evaluations, working as a contaminant spread barrier. Different kinds of methodologies are usually applied for those studies, such as tracer gas, particle generators and CFD simulations, sometimes without adequate criteria, or applying quite complex equipment and simulation methodologies such as transient analysis. Therefore, the main objective of the present work is to develop a robust method, and if possible less complicated than the current ones, to evaluate the dispersion of indoor airborne contaminants. Moreover, one\'s intend to apply the proposed method in a case study to evaluate the influence of a personalized ventilation system to the spread of indoor air contaminants. The study is composed by CFD simulations and experimental measurements inside an aircraft cabin mock-up, where the velocity and temperature field, as well as particle concentration are measured. Particle Image Velocimetry technique is used to analyse air flow velocities. Particles from 2 to 10µm are produced with aerosol generator and injected into the cabine. Finally, particle distributions are measured with hand held optical counters to evaluate air quality at the breathing zone. Good correlation between numerical and experimental results was obtained for velocity field, and adequate qualitative agreement was obtained for concentration field. One\'s conclude the investigated personalized ventilation system has improved the air quality around occupants breathing zone, mainly by increasing the deposition rates at the internal cabin surfaces.