Made available in DSpace on 2016-12-12T20:22:54Z (GMT). No. of bitstreams: 1 Helder de Oliveira.pdf: 4130484 bytes, checksum: a157b2baa6aa5cc4b429e16907477afb (MD5) Previous issue date: 2015-12-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Drug addiction is a public health issue that affects millions of people every year. Serious Games (SG) are games that intend to teach/train besides providing entertainment. Persuasive SG, games that aim for behavioral changes, can be applied to fight drug addiction. Involving drug addicts on SG design helps the development of games that are more appropriate to the target audience, besides benefitting the drug addicts during the development process. However, it was observed on a systematic mapping of literature that there are no SG development methodologies that promote the participation of End-Users Apprentices (EUA) during the whole process, although some methodologies promote this kind of participation in the first and last steps of the SG development life cycle, i. c., requirement analysis and final evaluation of the products, respectively. Using the action research method, a decision-making instrument and a preliminary methodology were created and incorporated in a methodology, to promote the participation of EUA on the entire development process. The application of these instruments resulted in the creation of 4 persuasive SG with the participation of drug addicts receiving treatment on therapeutic communities. Results show that these instruments help the participation of EUA and can be incorporated in other methodologies. This research did not investigate the long-term benefits from the usage of the developed SG, nor did it compare the results obtained with the methodology with the results of similar methodologies. It was noted that the participation of drug addicts (EUA) in the development of persuasive SG to fight drug addiction can be a therapeutic activity if there is commitment of the professionals responsible for the treatment of the addicts. However, many logistical and methodological issues highlight the need for proper management. It is concluded that the participation of EUA allows the creation of SG that fulfill the needs of entertainment and learning of these users, and can bring benefits through the participation process. / A dependência química é um problema de saúde pública que afeta milhões de pessoas todos os anos. Jogos Sérios (JS) são jogos cujos objetivos são ensinar/treinar além de prover entretenimento. JS persuasivos, que são jogos voltados para mudanças de comportamento, podem ser aplicados no combate a dependência. Envolver dependentes químicos no design de JS auxilia a desenvolver jogos mais adequados para o público-alvo, além de trazer benefícios para os dependentes durante o processo de desenvolvimento. Entretanto, observou-se em um mapeamento sistemático de literatura que não existem metodologias de desenvolvimento de JS que promovam a participação de Usuários Finais Aprendizes (UFA) durante todo o processo, embora algumas destas metodologias promovam este tipo de participação nas primeiras e últimas etapas do ciclo de vida de desenvolvimento de JS, respectivamente a análise de requisitos e a avaliação final do produto. Utilizando o método de pesquisa-ação, um instrumento de decisão e uma metodologia preliminar foram criados e incorporados em uma metodologia para promover a participação de UFA em todo o processo de desenvolvimento. A aplicação destes instrumentos resultou na criação de 4 JS persuasivos com a participação de dependentes químicos acolhidos em comunidades terapêuticos (ou seja, em tratamento). Resultados apontam que estes instrumentos auxiliam na participação de UFA e podem ser incorporados em outras metodologias. Esta pesquisa não investigou os benefícios a longo prazo do uso dos JS desenvolvidos, nem comparou os resultados a metodologia alterada com os de outras metodologias semelhantes. Percebeu-se que a participação de dependentes químicos (UFA) no desenvolvimento de JS persuasivos para o combate à dependência química pode ser uma atividade terapêutica se houver efetivo comprometimento dos profissionais responsáveis pelo tratamento dos dependentes. Entretanto, existem várias questões logísticas além de metodológicas que acarretam uma necessidade de gerenciamento. Conclui-se que a participação dos UFA permite a criação de JS que atendam às necessidades de entretenimento e de aprendizagem destes usuários, e podem trazer benefícios através do processo de participação.

For decades the care of disabled population in Brazil has been neglected by the government and was provided largely by the charitable institutions. It was as only recently, as in the year 2011 that Brazilian government created the national plan for the rights of the disabled people. The plan articulates policies regarding social inclusion, access to education, accessibility and health care. The last section of the plan includes the provision of wheelchairs free of cost to the Brazilians citizens, who are in need of a wheelchair. It is common knowledge that a wrong wheelchair specification can lead to physical damage for the user and the carer; the abandonment of device, and wastage of time and resources involved in the wheelchair provision. The World Health Organization has propounded several good practices and training material with reference to wheelchair services towards enabling of right wheelchair fit to the user characteristics. Though, there is no evidence that the service provided in Brazil adheres to these guidelines or any other wheelchair service good practice. This research reviews the wheelchair service provision in Belo Horizonte city, Brazil with the aim to understand the functionality of these services in order to provide context-specific interventions and recommendations to improve the design of current services. Herein, three main studies were conducted using a mix of methods: A first exploratory study was conducted to assess the Belo Horizonte assistive technology services and identify a research focus. A second study was conducted to develop an in-depth insight on the understanding of the wheelchair service provided and to collect the necessary information towards creating a context-based and collaborative designed intervention. A third study was conducted to evaluate and improve the proposed interventions. A total of sixty-six interviews were conducted (n=66) with service stakeholders and two hundred and fifty user care observed (n=250) from which ninety-five (n=95) tested the proposed interventions.

Duas escolas públicas de ensino fundamental, localizadas na zona rural das cidades de Camaquã e Sertão Santana-RS, tiveram seus pátios modificados através de um método de design participativo, constituindo os Estudos de Caso avaliados nesta dissertação. Objetivo: estudar as mudanças ocorridas no comportamento de crianças, usuárias desses espaços abertos, através de sua percepção e a de professores, diretores e funcionários. Tal avaliação foi feita através da identificação de alterações no comportamento das crianças durante o período do recreio e dentro de sala-de-aula, bem como melhorias no relacionamento entre os membros da comunidade escolar. Método: um questionário contendo 13 perguntas abertas foi confeccionado. As entrevistas foram realizadas pessoalmente em uma sala separada, gravadas e posteriormente transcritas. Para cada entrevista realizada, foram identificadas palavras-chave, as quais foram agrupadas de acordo com a similaridade de significado, formando categorias de respostas. Para a tabulação dos dados, gráficos foram confeccionados e posteriormente analisados através do Método de Estatística Descritiva. Resultados: a modificação do pátio tendo a comunidade escolar como participante ativa de todo o processo, trouxe maior qualidade de vida para seus usuários, principalmente para os alunos, os quais demonstraram satisfação com as melhorias implantadas no pátio escolar, incluindo locais para descanso, lazer e convívio social. O antigo pátio, sujo, mal-cuidado, carente da presença de vegetação e sem graça, deu lugar a um ambiente agradável e atraente, onde as crianças podem brincar mais, explorar, sentar e conversar, desenvolvendo suas habilidades, vencendo desafios e construindo a sua identidade pessoal. As crianças se sentem valorizadas pela escola e orgulhosas pelo trabalho que realizaram, se comprometendo profundamente com o trabalho de conservação. Conclusão: a reorganização do pátio proporcionou a ampliação do plantel de jogos e brincadeiras disponíveis para os alunos. Não existe mais disputa por brinquedos e por espaço, nem ociosidade entre eles. Existe sim, mais diversão, cooperação, interação, amizade e respeito, inclusive entre os diferentes sexos e faixas etárias. Observou-se menos correria, agitação e conflito entre as crianças. Desta forma, o ato de ir à escola e o de aprender deixaram de ser uma estafante obrigação e se tornaram um prazer. / Two public primary schools, located in the agricultural zone of the cities of Camaquã and Sertão Santana-RS, had theirs schoolyards modified through a design with user participation method, constituting the evaluated Case Study in this dissertation. Objective: to study the occurred changes in the quality of live of children, users of these opened spaces, through theirs perception, and the perception of teachers, principals and employees. Such evaluation was made through the identification of alterations in the children’s behavior during the playtime and inside classroom, as well as improvements in the relationship between school community members. Method: a questionnaire containing 13 open questions was elaborated. The interviews were carried out personally in a private room, recorded and transcribed. For each interview, were identified key-words being grouped according to similar meanings, organizing answers categories. Graphics were made with the data and after analyzed through Descriptive Statistic Method. Results: the schoolyard modification with active participation of school community during all process, brought better quality of life to its users, mainly to students, that showed satisfaction in relation to improvements introduced into schoolyard, including places for rent, leisure and social relations. The Schoolyard, dirty, ill-cared, with little vegetation, and graceless, was replaced for a pleasant and attractive environment, where children can play more, explore, seat and talk, developing their abilities, winning challenges and constructing their personal identity. Children feel precious by school and proud for work that they made, and deeply compromise themselves with maintaining work. Conclusion: the schoolyard reorganization offered amplification of the opportunities of games and plays available for students. There is no more dispute for toys and for space, neither laziness between them. There is more fun, co-operation, interaction, friendship and respect, including between different sexes and ages. We observed less running, excitement and conflict between children. Thus, the act to go to school and to learn left to be a fatiguing obligation and became a pleasure.

Orientador: Prof. Dr. João Paulo Gois / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciência da Computação, 2016. / Pessoas cadeirantes se beneficiam de jogos eletrônicos com Interface Natural com o Usuário (do Inglês, Natural User Interface - NUI), uma vez que os movimentos proporcionados por este paradigma de interação melhoram suas habilidades sociais, físicas e psicológicas. Estudos anteriores mostraram que considerar os valores pessoais e o contexto social desses usuários no conteúdo dos jogos melhoram sua aceitação para estes jogos. O Design Participativo (do Inglês, Participatory Design - PD) engloba técnicas que permitem absorver e refletir valores e o contexto social dos usuários no conteúdo do software. Neste estudo, utilizamos técnicas de PD com usuários de cadeiras de rodas manuais em idade mista para desenvolver um jogo com NUI. Estruturamos uma framework que proporciona uma liberdade significativa a estes usuários para expressarem os seus valores e necessidades. Para gerenciar a aplicação dando liberdade de expressão aos usuários, incluímos conceitos do Desenvolvimento Ágil de jogos eletrônicos e do Processo Criativo. Nós testamos a aceitação dos usuários em relação ao jogo desenvolvido através de análises quantitativas e qualitativas. Nossos resultados indicam que a aplicação do nosso framework pode auxiliar desenvolvedores a criar jogos com NUI que reflitam as perspectivas de grupos de usuários, consequentemente melhorando a aceitação de grupos com características semelhantes. / Wheelchair users benefit from Natural User Interface (NUI) games since the movements proportioned by this paradigm of interaction improve their social, physical and psychological skills. Previous studies showed that considering personal values and the social context of those users into content improve their acceptance for games. Participatory Design (PD) encompasses techniques that allow absorbing and reflecting values and the social context of users into software content. In this study, we employed PD techniques with mixed aged manual wheelchair users to develop a NUI game. We structured a framework that provides significant freedom to users to express their values and needs. To manage the application with the provided freedom, we included concepts from Agile Development and the Creative Process. We tested the acceptance of users for the developed game through quantitative and qualitative analysis. Our results indicate that the application of our framework can assist developers to create NUI games that reflect the perspectives of groups of users, consequently improving the acceptance from groups with similar characteristics.

Duas escolas públicas de ensino fundamental, localizadas na zona rural das cidades de Camaquã e Sertão Santana-RS, tiveram seus pátios modificados através de um método de design participativo, constituindo os Estudos de Caso avaliados nesta dissertação. Objetivo: estudar as mudanças ocorridas no comportamento de crianças, usuárias desses espaços abertos, através de sua percepção e a de professores, diretores e funcionários. Tal avaliação foi feita através da identificação de alterações no comportamento das crianças durante o período do recreio e dentro de sala-de-aula, bem como melhorias no relacionamento entre os membros da comunidade escolar. Método: um questionário contendo 13 perguntas abertas foi confeccionado. As entrevistas foram realizadas pessoalmente em uma sala separada, gravadas e posteriormente transcritas. Para cada entrevista realizada, foram identificadas palavras-chave, as quais foram agrupadas de acordo com a similaridade de significado, formando categorias de respostas. Para a tabulação dos dados, gráficos foram confeccionados e posteriormente analisados através do Método de Estatística Descritiva. Resultados: a modificação do pátio tendo a comunidade escolar como participante ativa de todo o processo, trouxe maior qualidade de vida para seus usuários, principalmente para os alunos, os quais demonstraram satisfação com as melhorias implantadas no pátio escolar, incluindo locais para descanso, lazer e convívio social. O antigo pátio, sujo, mal-cuidado, carente da presença de vegetação e sem graça, deu lugar a um ambiente agradável e atraente, onde as crianças podem brincar mais, explorar, sentar e conversar, desenvolvendo suas habilidades, vencendo desafios e construindo a sua identidade pessoal. As crianças se sentem valorizadas pela escola e orgulhosas pelo trabalho que realizaram, se comprometendo profundamente com o trabalho de conservação. Conclusão: a reorganização do pátio proporcionou a ampliação do plantel de jogos e brincadeiras disponíveis para os alunos. Não existe mais disputa por brinquedos e por espaço, nem ociosidade entre eles. Existe sim, mais diversão, cooperação, interação, amizade e respeito, inclusive entre os diferentes sexos e faixas etárias. Observou-se menos correria, agitação e conflito entre as crianças. Desta forma, o ato de ir à escola e o de aprender deixaram de ser uma estafante obrigação e se tornaram um prazer. / Two public primary schools, located in the agricultural zone of the cities of Camaquã and Sertão Santana-RS, had theirs schoolyards modified through a design with user participation method, constituting the evaluated Case Study in this dissertation. Objective: to study the occurred changes in the quality of live of children, users of these opened spaces, through theirs perception, and the perception of teachers, principals and employees. Such evaluation was made through the identification of alterations in the children’s behavior during the playtime and inside classroom, as well as improvements in the relationship between school community members. Method: a questionnaire containing 13 open questions was elaborated. The interviews were carried out personally in a private room, recorded and transcribed. For each interview, were identified key-words being grouped according to similar meanings, organizing answers categories. Graphics were made with the data and after analyzed through Descriptive Statistic Method. Results: the schoolyard modification with active participation of school community during all process, brought better quality of life to its users, mainly to students, that showed satisfaction in relation to improvements introduced into schoolyard, including places for rent, leisure and social relations. The Schoolyard, dirty, ill-cared, with little vegetation, and graceless, was replaced for a pleasant and attractive environment, where children can play more, explore, seat and talk, developing their abilities, winning challenges and constructing their personal identity. Children feel precious by school and proud for work that they made, and deeply compromise themselves with maintaining work. Conclusion: the schoolyard reorganization offered amplification of the opportunities of games and plays available for students. There is no more dispute for toys and for space, neither laziness between them. There is more fun, co-operation, interaction, friendship and respect, including between different sexes and ages. We observed less running, excitement and conflict between children. Thus, the act to go to school and to learn left to be a fatiguing obligation and became a pleasure.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2016-09-28T11:30:56Z No. of bitstreams: 1 TeseDBAAM.pdf: 7779532 bytes, checksum: 5ede6c76d8195cb01321dcc51c5a79b4 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-28T19:47:23Z (GMT) No. of bitstreams: 1 TeseDBAAM.pdf: 7779532 bytes, checksum: 5ede6c76d8195cb01321dcc51c5a79b4 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-28T19:47:40Z (GMT) No. of bitstreams: 1 TeseDBAAM.pdf: 7779532 bytes, checksum: 5ede6c76d8195cb01321dcc51c5a79b4 (MD5) / Made available in DSpace on 2016-09-28T19:54:45Z (GMT). No. of bitstreams: 1 TeseDBAAM.pdf: 7779532 bytes, checksum: 5ede6c76d8195cb01321dcc51c5a79b4 (MD5) Previous issue date: 2015-07-03 / Não recebi financiamento / Understanding the work in order to transform it is the concern of ergonomics. To expand its capacity of effective intervention this discipline gets closer to the field of engineering, especially the production engineering, searching for methods, techniques and tools, which assist it in the design process of productive facilities. The knowledge domains related to the engineering design and, specifically, the workspace design might be of a substantial contribution to the effectiveness of the incorporation of the activity’s perspective (according to the concept of situated ergonomics) in this process. From a theoretical and conceptual articulation, which laid the foundation to the field research in an oil refining company, is sought the comprehension of how the different simulation supports were determinant to the incorporation of rationale, interests, constraints and expectations from the actors participating in the conception process. To achieve this comprehension is used the concept of intermediary objects of conception and their theoretical stances in the axis “commissioning-mediator” and “closed-open”. The research makes evident the role the simulation supports play in the creation of simulation situations allowing divergent (and innovative) processes in the action of designing technical systems and convergent processes in the conduction of the project. The prescriptive propositions (from the practical world, including the activity’s perspective) and descriptive (from the theoretical world, containing in it the exact sciences and related technical questions) are also incorporated in the articulation, allowing a dialogic process of conception. The research presents recommendations which enable the design of productive facilities to entail an ongoing and distributed conception, having the simulation as an instrument oriented to the object (design action of the technical system), to the other (coordinated action) and to the self (when encompassing space to its development, learning and transformation). / A ergonomia se preocupa em compreender o trabalho para transformá-lo. Para aumentar sua capacidade de intervenção efetiva esta disciplina se aproxima da engenharia, em especial da engenharia de produção, buscando métodos, técnicas e ferramentas que a auxiliem no processo de concepção de situações produtivas. As áreas do conhecimento relacionadas ao design de engenharia e, em especial, do projeto do trabalho, podem colaborar substancialmente para a efetividade da incorporação da perspectiva da atividade (segundo conceito da ergonomia situada) neste processo. A partir de uma articulação teórica e conceitual, que serviu como referencial da pesquisa de campo em uma indústria de refino de petróleo, busca-se compreender como diferentes suportes de simulação foram determinantes para a incorporação das racionalidades, interesses, restrições e expectativas dos atores participantes do processo de concepção. Utilizou-se o conceito de objetos intermediários de concepção e suas posturas teóricas nos eixos “comissionário-mediador” e “fechado-aberto”. A pesquisa evidencia o papel que os suportes de simulação possuem na criação de situações de simulação ao permitirem processos divergentes (e inovadores) na ação projetual dos sistemas técnicos e processos convergentes para a condução do projeto. As proposições prescritivas (do mundo da prática, incluindo a perspectiva da atividade) e descritivas (do mundo teórico, contendo neste as ciências exatas e questões técnicas derivadas) também são incorporadas na articulação de forma a permitir um processo dialógico de concepção. A pesquisa apresenta recomendações para que o projeto de situações produtivas comporte uma concepção continuada e distribuída, tendo a simulação como instrumento orientado ao objeto (ação projetual do sistema técnico), ao outro (ação coordenada) e ao próprio sujeito (ao comportar espaço para seu desenvolvimento, aprendizado e transformação).

This thesis follows a research at the Mineralogy and Petrology Museum of the University of Athens (Greece). The purpose of the research is to examine how digital technologies can support museums in attracting new visitors during the economic crisis, and provide design suggestions. The research was conducted under the interpretive paradigm using the ethnographic methodology and the participatory design approach. The staff, volunteers and artists related to the museum participated in interviews, thinking aloud sessions and a workshop. In addition, several observations were conducted during guided tours of visitors. The data were analyzed through thematic analysis. The findings provided themes of identified issues and opportunities concerning the implementation of digital technologies in the museum, such as the underlying policies of the University of Athens, the role of the museum in society, material in the collections that attracts visitors, the importance of the staff in guided tours and the technologies currently being used. Suggestions were put forward during the workshop and were elaborated later on. The thesis aspires to contribute to studies that concern the sustainability of cultural establishments that are being afflicted by the economic crisis currently veils Europe.

In 1996, the artillery regiment, A4, in Östersund was disbanded. Their former premises underwent remodelling to serve as the new campus for the Mid Sweden University. The express intention was that the new occupiers would be allowed to take part in the planning process. During 1997 the company Vasallen became the owner of the premises, by direction of the Ministry of Finance. Vasallen was charged with the management of former military premises and increasing their value with the aim of selling the property. Thanks to their well-defined mission and good financial resources, Vasallen became a new actor on the property market. In the same year, a number of architectural firms were invited to take part in a competition. At the beginning of 1998, SWECO FFNS was chosen as the winner, and the planning process started immediately. The new campus was inaugurated on September 6, 2002 with the Swedish Prime Minister, Göran Persson, in attendance. The aim of this study was to monitor how well the demands of the new occupiers regarding quality and environment were met, and how these demands were managed during the construction process. My ambition was to study the process as a case study in order to better understand and reflect on what actually happens in the communication between partners. The material on which the study is based was gathered by participation in planning meetings and by following the construction process. The Campus Östersund project was unique in many ways. In the first place, the existing buildings form a sound basis as they were intentionally designed with the needs and well-being of the individual in mind. Many qualities were thus already incorporated into the buildings on the site. The strict regulations imposed by the fact that these were classed as historical buildings set certain limitations, while at the same time posing a challenge to be overcome. The stark contrast between a military regiment and the activities of a modern university placed high demands on those involved in the project. The user’s wishes and demands, working environment factors, structural issues and demands on comfort always have a tendency to take second place after financial factors. In this case, however, the owner’s and user’s joint ambition led to the reconsideration of priorities concerning, for example, the working environment. Finally, the project was unique as a fully comprehensive view of the process and final product was adopted by the two main partners. This includes, for example, observing environmental assets throughout the whole project. In 1996, the artillery regiment, A4, in Östersund was disbanded. Their former premises underwent remodelling to serve as the new campus for the Mid Sweden University. The express intention was that the new occupiers would be allowed to take part in the planning process. During 1997 the company Vasallen became the owner of the premises, by direction of the Ministry of Finance. Vasallen was charged with the management of former military premises and increasing their value with the aim of selling the property. Thanks to their well-defined mission and good financial resources, Vasallen became a new actor on the property market. In the same year, a number of architectural firms were invited to take part in a competition. At the beginning of 1998, SWECO FFNS was chosen as the winner, and the planning process started immediately. The new campus was inaugurated on September 6, 2002 with the Swedish Prime Minister, Göran Persson, in attendance. The aim of this study was to monitor how well the demands of the new occupiers regarding quality and environment were met, and how these demands were managed during the construction process. My ambition was to study the process as a case study in order to better understand and reflect on what actually happens in the communication between partners. The material on which the study is based was gathered by participation in planning meetings and by following the construction process. The Campus Östersund project was unique in many ways. In the first place, the existing buildings form a sound basis as they were intentionally designed with the needs and well-being of the individual in mind. Many qualities were thus already incorporated into the buildings on the site. The strict regulations imposed by the fact that these were classed as historical buildings set certain limitations, while at the same time posing a challenge to be overcome. The stark contrast between a military regiment and the activities of a modern university placed high demands on those involved in the project. The user’s wishes and demands, working environment factors, structural issues and demands on comfort always have a tendency to take second place after financial factors. In this case, however, the owner’s and user’s joint ambition led to the reconsideration of priorities concerning, for example, the working environment. Finally, the project was unique as a fully comprehensive view of the process and final product was adopted by the two main partners. This includes, for example, observing environmental assets throughout the whole project. Brukarmedverkan i byggprocessen –en fallstudie 12 Building the “right product” is an important argument for including the end user in the project. By initiating a planning process in which the user’s demands and wishes are considered, one not only initiates the actual building process, but also a process in the client’s organisation. The capacity to participate in such a process within the organisation is, however, not always good. Clarity and respect for the processes initiated were not always particularly pronounced in this case. Lack of clarity sometimes led to confusion, which in turn led to complications in communication and thus delay in the project. The internal process in an organisation should, if possible, progress simultaneously with, and be firmly established before, meetings with the consultants. Theoretical studies have confirmed the importance of utilizing the process of change in internal organisational development in order to achieve a positive attitude among employees. Participation of the end user in a large organisation is often based on representatives in working parties. These representatives should be motivated, be given the time required within the framework of their job, and have the confidence of their colleagues. The opportunity to influence decisions is great in the initial stages. The user should have knowledge concerning the various phases of construction, the financial and legal framework, and the rules and regulations governing the project. Being able to participate in creating one’s own working environment elicits various degrees of commitment and levels of expectation in the user organisation. Both the occupants and the consultants should have the capacity for this kind of development, especially the latter as they constitute the “front line”. The user should understand the relation between desires and possible financial effects. The price tag for alternative demands/wishes and the effects these will have on the final rent should be clearly visible. It is an advantage if this is made clear very early on in the project. The dialogue between the parties should thus be supplemented by the architect explaining to the new occupiers where limitations and opportunities lie in the project. The parties involved must have a certain degree of pedagogical competence in order to explain and manage the project to everyone’s satisfaction. A good environment is seldom described in terms of formulated concepts outside the architectural community. Projects in which the end user is involved thus provide a unique opportunity to start building up a bank of knowledge including expressions used by non-experts to describe concepts of space. Difficulties are encountered when all these views are to be accepted and implemented in the building process through descriptions and drawings. Words are replaced by numbers, and more and more actors are involved, for example, engineering consultants. We simply do not have all the necessary tools with which to express wishes concerning the physical environment. We can, however, bridge the communication gap between users and consultants by using computer-aided information systems. The ideas expressed by the user can be transformed into three-dimensional video sequences, and thus be confirmed as being, “just what we meant”. It was apparent quite early on in this research that the technical terms available were not adequate to describe the events of this case. The end user’s feeling of not being able to keep up with the consultants’ technical concepts may lead them to feel that they are at a disadvantage, which certainly will not benefit the process. Here, the role of the architect as a pedagogue is important in leading the various participants into the planning process. One of the actors should perhaps have some kind of skills in behavioural science and Brukarmedverkan i byggprocessen –en fallstudie education. Perhaps changes should be made in the training of architects and other consultants. Respect for the common process is perhaps the most important factor for its success, together with clarity and openness. These are terms not traditionally used in construction projects. The interpretation of the customer’s wishes, explaining the opportunities and limitations of the building, and planning for future expansion are the responsibility of the architect. Does a single actor have a reasonable chance of coping with this in a large-scale project? All the participants should gain broad insight into each other’s jobs and roles early on in the project. Respect for the responsibilities and roles of others can be built up by concentrated efforts to exchange knowledge through dialogue early in the process. The incentive for participating varies from one actor to another. Theoretical studies, for example, give clear advice that each actor’s interests in the project be clarified. Trust is one of the most important mainstays in establishing good communication. Feelings of suspicion and unreliability can be disastrous in this kind of project. The development of legal issues and forms concerning contractors and their work is also desirable in order to aid the process. When the owner sees the opportunity to take an active part in the management of the premises, this leads to a continuous dialogue and process during and after the planning and construction phases. These studies have given me a greater respect for processes involving the end user, from planning to management. One of my most important personal  reflections, and a partly new realisation, is that the involvement of the user in the process has such a large influence on the building project. Communication and continuous information are essential in projects in which the user is involved. Communication can also be made easier if the parties regard each other as fellow partners and not opposing partners. The period spent in education and training is the most important in laying the foundation for these attitudes among professionals. A great deal of responsibility thus lies with teachers to ensure that end users have increased opportunity to participate in and influence the building process. There is no short cut to customer-focused working methods.

Duas escolas públicas de ensino fundamental, localizadas na zona rural das cidades de Camaquã e Sertão Santana-RS, tiveram seus pátios modificados através de um método de design participativo, constituindo os Estudos de Caso avaliados nesta dissertação. Objetivo: estudar as mudanças ocorridas no comportamento de crianças, usuárias desses espaços abertos, através de sua percepção e a de professores, diretores e funcionários. Tal avaliação foi feita através da identificação de alterações no comportamento das crianças durante o período do recreio e dentro de sala-de-aula, bem como melhorias no relacionamento entre os membros da comunidade escolar. Método: um questionário contendo 13 perguntas abertas foi confeccionado. As entrevistas foram realizadas pessoalmente em uma sala separada, gravadas e posteriormente transcritas. Para cada entrevista realizada, foram identificadas palavras-chave, as quais foram agrupadas de acordo com a similaridade de significado, formando categorias de respostas. Para a tabulação dos dados, gráficos foram confeccionados e posteriormente analisados através do Método de Estatística Descritiva. Resultados: a modificação do pátio tendo a comunidade escolar como participante ativa de todo o processo, trouxe maior qualidade de vida para seus usuários, principalmente para os alunos, os quais demonstraram satisfação com as melhorias implantadas no pátio escolar, incluindo locais para descanso, lazer e convívio social. O antigo pátio, sujo, mal-cuidado, carente da presença de vegetação e sem graça, deu lugar a um ambiente agradável e atraente, onde as crianças podem brincar mais, explorar, sentar e conversar, desenvolvendo suas habilidades, vencendo desafios e construindo a sua identidade pessoal. As crianças se sentem valorizadas pela escola e orgulhosas pelo trabalho que realizaram, se comprometendo profundamente com o trabalho de conservação. Conclusão: a reorganização do pátio proporcionou a ampliação do plantel de jogos e brincadeiras disponíveis para os alunos. Não existe mais disputa por brinquedos e por espaço, nem ociosidade entre eles. Existe sim, mais diversão, cooperação, interação, amizade e respeito, inclusive entre os diferentes sexos e faixas etárias. Observou-se menos correria, agitação e conflito entre as crianças. Desta forma, o ato de ir à escola e o de aprender deixaram de ser uma estafante obrigação e se tornaram um prazer. / Two public primary schools, located in the agricultural zone of the cities of Camaquã and Sertão Santana-RS, had theirs schoolyards modified through a design with user participation method, constituting the evaluated Case Study in this dissertation. Objective: to study the occurred changes in the quality of live of children, users of these opened spaces, through theirs perception, and the perception of teachers, principals and employees. Such evaluation was made through the identification of alterations in the children’s behavior during the playtime and inside classroom, as well as improvements in the relationship between school community members. Method: a questionnaire containing 13 open questions was elaborated. The interviews were carried out personally in a private room, recorded and transcribed. For each interview, were identified key-words being grouped according to similar meanings, organizing answers categories. Graphics were made with the data and after analyzed through Descriptive Statistic Method. Results: the schoolyard modification with active participation of school community during all process, brought better quality of life to its users, mainly to students, that showed satisfaction in relation to improvements introduced into schoolyard, including places for rent, leisure and social relations. The Schoolyard, dirty, ill-cared, with little vegetation, and graceless, was replaced for a pleasant and attractive environment, where children can play more, explore, seat and talk, developing their abilities, winning challenges and constructing their personal identity. Children feel precious by school and proud for work that they made, and deeply compromise themselves with maintaining work. Conclusion: the schoolyard reorganization offered amplification of the opportunities of games and plays available for students. There is no more dispute for toys and for space, neither laziness between them. There is more fun, co-operation, interaction, friendship and respect, including between different sexes and ages. We observed less running, excitement and conflict between children. Thus, the act to go to school and to learn left to be a fatiguing obligation and became a pleasure.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-02-21T16:35:50Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacaoFinal.compressed.pdf: 3360967 bytes, checksum: 7147f645228f50faa53b6248eccc3b78 (MD5) / Made available in DSpace on 2017-02-21T16:35:50Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacaoFinal.compressed.pdf: 3360967 bytes, checksum: 7147f645228f50faa53b6248eccc3b78 (MD5) Previous issue date: 2016-07-14 / O jogo e o ato de brincar assumem papel fundamental no desenvolvimento humano, estando presentes em todas as culturas e civilizações. Ao jogo podem estar associados aspectos lúdicos diversos que por si só são capazes de engajar os jogadores a superar obstáculos e atingir objetivos. Para Paulo Freire, a relação entre educadores e educandos deve se dar em interação constante e transformadora, onde o educador é desafiado a reconstruir criativamente o conhecimento a partir da interação com os educandos, respeitando seu conhecimento prévio, sua história e contexto social e cultural, usando como mediação o afeto, que por sua vez pode se expressar na forma de atividades lúdicas e de jogos. O design participativo é um conjunto de metodologias pelas quais os potenciais usuários são envolvidos na construção da solução, participando de determinadas etapas do projeto, da concepção à validação participativa, podendo também participar do desenvolvimento em si. Este trabalho tem como objetivo geral demonstrar que o processo de design participativo pode ser combinado às dinâmicas participativas da Educação Popular, para construir uma metodologia de construção de jogos sérios para aplicações em educação em saúde. Como estudo de caso, foi abordado o tema da educação alimentar e nutricional, a partir do jogo sério “Comer Legal: Uma aventura nutricional”, desenvolvido neste trabalho. Para a primeira versão, foram utilizadas observações e anotações de oficinas participativas realizadas no Assentamento Nova Canaã, no município de Tracunhaém, Zona da Mata Norte de Pernambuco, e o diagnóstico da situação de saúde alimentar e nutricional. Também foi construído um diagnóstico da situação de saúde alimentar e nutricional da cidade de Bissau, capital da Guiné-Bissau, a partir de entrevistas com agentes de Estado e da sociedade civil organizada. O jogo foi modificado, ajustado e validado de forma participativa junto a um grupo de nove nutricionistas e com 177 alunos do ensino fundamental de duas escolas dos municípios de Carpina e Paudalho, Zona da Mata Norte de Pernambuco. Os resultados evidenciaram que o jogo sério desenvolvido foi considerado tanto divertido quanto efetivo do ponto de vista pedagógico, tendo ajudado os alunos a identificar alimentos saudáveis e classificá-los entre energéticos, reguladores e construtores. / The game and the act of playing play a key role in human development, being present in all cultures and civilizations. Games may be associated with various play activities that are themselves able to engage players to overcome obstacles and achieve goals. For Paulo Freire, the relationship between teachers and students should give constantly and transforming interaction, where teachers are challenged to creatively rebuild knowledge from the interaction with the students, considering their prior knowledge, history, and social and cultural context, mediated by affection, which in turn can be expressed in the form of fun activities and games. Participatory design is a set of methodologies by which potential users are involved in the construction of the solution, taking part in certain stages of the project, from design to participatory validation, and can also participate in the development stage. This work has as main objective to demonstrate that participatory design process can be combined to participatory popular education dynamics, in order to build a methodology to construct serious games and software applications in health education. As a case study, we developed the serious game “Comer Legal: A nutritional adventure”, in order to pedagogically work the theme of food and nutrition education. For the first version, observations and notes were taken from the participatory workshops developed in the Settling Nova Canaã, located in the municipality of Tracunhaém, North Forest Zone of Pernambuco. The diagnosis of food and nutritional health status was also obtained. A diagnosis of the situation of food and nutritional health of the city of Bissau, capital of Guinea-Bissau, was also constructed, using information obtained from interviews and questionnaires applied to state and civil society representatives. The serious game has been modified, adjusted and validated in a participatory manner with a group of nine nutrition professionals from Recife, and 177 elementary school students from two schools located in Carpina and Paudalho, North Forest Zone of Pernambuco. The results showed that the developed serious game was considered both fun and pedagogically effective, helping students to identify healthy foods and classify them into energetics, regulators, and constructors.