Education and its infrastructure are part of one essential system for a country's social and economic development. School buildings should be places that stimulate teaching and learning activities, respecting with pupils' diversity and individual characters and contributing to collective creativity and the exchange of knowledge between students and teachers. To understand what constitutes such spaces and how they are used on a daily-basis is important to understand how the physical school environment influences teaching and learning activities.The main goal of this study is to develop insights on quality school architecture. Physical elements of these buildings are evaluated, as design patterns and their influence on the activities is measured, as learning modalities. Also the interaction between users (students/students and students/teachers) and between them and the educational spaces is analyzed to assess place appropriation. Case studies are presented. "Ensino Fundamental II" schools with different architectural conformations, in the state of São Paulo are the study objects. The research has an exploratory/descriptive approach, with qualitative (observations) and quantitative (graph analysis) results. The concept of Behavior Settings (Barker) will be used as an observation and mapping method. The design patterns of Nair, Fielding and Lackney were applied to document spatial architectural aspects. The occurrences of the learning modalities of Lippman are considered essential to support a quality education and these are identified. The results were structured through individual (per school and per concept) and comparative (between schools and concepts) analyses. A panorama of the diverse and important educational environments was created to contribute to the debate on tendencies in school architecture. Data analysis discusses and demonstrates the impact of school architecture (design patterns) on activities found in schools (learning modalities), especially in terms of their diversity. Contributions are seen as advancing the comprehension of architectural vocabulary for school building designs, by developing definitions and concepts for design patterns and learning modalities. Priority is given to their graphic descriptions. Tools were created to assist the observations of these concepts. Future research can deepen the analysis on user perception on the relation between architecture and learning activities, seeking to understand the way students and teachers use school environments, and how its physical configuration has specific impacts.

Resumo O programa arquitetônico inclui fase de levantamento de dados que auxiliam na proposição do projeto. Diversos métodos para a coleta e análise desses dados são associados à avaliação pós-ocupação (APO), com observações e medições do projetista/pesquisador e percepções dos usuários sobre ambientes. A APO em escolas busca compreender esses espaços, que impactam no desenvolvimento das atividades de ensino/aprendizagem. O conceito de parâmetros de projeto (PPs) do século XXI deve ser considerado. Este estudo, exploratório, avaliou a aplicação de dois métodos visuais na APO, em escolas do Reino Unido, para retroalimentação de projetos, incluindo PPs como critério de avaliação. O diamond ranking, para análise de imagens, e análise de plantas, para indicação de observações, por meio de adesivos, pelos usuários. O resultado principal é a comprovação da eficácia de métodos visuais no desenvolvimento do programa e APO, fornecendo informações mais completas e ativando maior interesse na participação dos usuários. A seleção de imagens e a aplicação das ferramentas, validadas pela análise e compreensão de respostas, tiveram como base os PPs. Nas discussões de critérios e requisitos para a arquitetura escolar do século XXI, o desenvolvimento de métodos visuais para APO de escolas é visto como uma contribuição importante metodológica e conceitual.

No abstract

Environmental comfort and space occupancy are essential considerations in architectural design process. Façade systems deeply impact both aspects but are usually standardized. However, performance-based facade systems tackle these issues through computational design to devise non-homogeneous elements. This work proposes a ceramic facade system designed according to a performance-based process grounded on environmental analysis and parametric design to allow adaptation and geometric variation according to specific building demands on environmental comfort and functionality. In this process, the Design Science Research method guided the exploration of both design and evaluation, bridging the gap between theory and practice. Positive facade environmental performance were found from digital and physical models assessment in terms of radiation, illuminance, dampness (with ventilation) and temperature. Computational processes minimized radiation inside the building while maximized illuminance. Their association influenced on operative temperature, which dropped according to local dampness and material absorption. Accordingly, this design process associates not only environmental comfort and functionality concepts but also adaptability, flexibility, mass customization, personal fabrication, additive manufacturing concepts, being an example architectural design changes in the 4th Industrial Revolution.

RESUMONo programa arquitetônico, uma das fases iniciais no processo de projeto, há levantamento de dados que auxiliam na proposição do projeto. Estes dados, de diversas naturezas, devem incluir resultados coletados por meio de Avaliação Pós-Ocupação (APO), feita tanto por observações do pesquisador, quanto por percepções dos usuários. A APO em edifícios educacionais deve buscar compreender estes ambientes que impactam no bom desenvolvimento das atividades de ensino e aprendizagem. Há dinâmicas na educação, e, portanto, o conceito de parâmetros de projeto (PPs) deve ser considerado. Este estudo avaliou a utilização de métodos visuais específicos em APO para retroalimentação de projetos, considerando a inclusão dos PPs como critério de avaliação. A aplicação foi feita com alunos de uma escola de Ensino Fundamental II no Reino Unido. Os resultados demonstram que métodos visuais fornecem informações mais completas e de maior impacto para a retroalimentação de projetos quando associadas aos PPs. Há base sólida para a seleção de imagens e posterior análise e compreensão das respostas dos participantes, bem como aplicações melhor definidas. O estudo contribui para o desenvolvimento de métodos visuais para APO de escolas ao inserir PPs, que são essenciais para a arquitetura escolar do século XXI. Palavras-chave:Avaliação pós-ocupação, Arquitetura escolar, Programa arquitetônico, Parâmetros de projeto, Métodos visuais. ABSTRACTThe development of an architectural programme is an important part of the initial phases of a design process, where data is collected to guide the design solution search. Data, of different types, should include results of Post-Occupancy Evaluations (POE) from observations and users perceptions. POEs of educational buildings seek to understand these environments that impact on teaching and learning activities. Due to the dynamics in education, it is essential that the concept of design parameters (PPs) should be included in POEs. This study evaluated the use of specific visual POE methods for design feedback, including PPs as an evaluation criterion. The study was carried out with students from a secondary school in the UK. Results demonstrate that visual methods provide more complete information and have a greater impact on project feedback when associated with PPs. There is a solid basis for the selected images and the subsequent analysis and understanding of participants' responses as well as well defined applications. The study contributes to the development of visual POE methods for school building design by inserting PPs, which are essential for the 21st-century school.