http://www.bdtd.uerj.br/handle/1/3666 Mon, 12 Oct 2026 03:39:15 GMT 2026-10-12T03:39:15Z http://www.bdtd.uerj.br/handle/1/26330 Título: O design de interiores como instrumento de subjetivação: um estudo de caso do projeto “Da Porta Para Dentro” nas políticas habitacionais do programa Minha Casa Minha Vida Autor: Ferrari, Cláudia Estefânia Primeiro orientador: Cardoso, André Luiz Carvalho Abstract: This research aims to develop an analysis of the contributions of interior design as a tool for the preservation of subjectivities within Faixa 1 of Brazil’s flagship federal housing program, “Minha Casa Minha Vida” (PMCMV), which serves families with a monthly income of up to two minimum wages. It adopts as a case study the project “Da Porta Para Dentro – Planejando o lar com design de interiores” (In From the Door – Planning the Home with Interior Design), developed by the City of Niterói, Rio de Janeiro, Brazil. Through a state-of-the-art literature review, as well as historical and legislative data, the research problem is constructed around the right to adequate housing. An analysis of the PMCMV context reveals historically homogenizing characteristics which, when aligned with market-driven logics, produce housing units that disregard the cultural specificities and ways of life of residents, demonstrating the program’s segregating nature and the oppressive force it exerts on the most vulnerable populations. On the other hand, this study turns to the interior of housing units, focusing on how the act of dwelling constitutes a dialectical process through which both homes and their inhabitants are continuously shaped. This process holds the potential for the preservation of subjectivities, enabling the operation of tactics that subvert the oppressive logic of the prevailing housing and political model. Within the internal composition of housing units lie elements of interior design - such as objects, furniture, colors, textures, forms, and lighting - which mediate everyday life and symbolic production. It is in this context that the case study is situated, seeking to understand the contribution of this field of knowledge to the issue at hand. The findings demonstrate that when design assumes the role of an instrument, guided by a process whose principles value the identities, forms of knowledge, and creative expressions of the residents, it can meaningfully support the act of dwelling. This approach achieves outcomes ranging from improvements in the physical aspects of housing to a strengthened sense of belonging and the promotion of autonomy, thereby contributing to the socio-economic development of the participating families and enabling a reimagining of lived realities. Considering the relaunch of the PMCMV in 2023, and given that its updated guidelines still fail to fully address beneficiaries’ needs regarding the interior of housing units, the study underscores the urgency of advancing more inclusive housing policies responsive to Brazil’s social realities and grounded in social participation as a means of fostering autonomy and the exercise of citizenship. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação Fri, 27 Mar 2026 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/26330 2026-03-27T00:00:00Z http://www.bdtd.uerj.br/handle/1/26134 Título: Pátios escolares infantis em escolas públicas de Juiz de Fora – MG: proposições projetuais fundamentadas na participação das crianças Autor: Paiva, Sayhane Rodrigues de Primeiro orientador: Freitas, Sydney Fernandes de Abstract: This doctoral thesis investigates early childhood schoolyards in public schools in Juiz de Fora, Minas Gerais, Brazil, with the aim of developing design propositions grounded in children's participation. The study is based on the understanding that the schoolyard constitutes an educational territory that mediates bodily, social, and symbolic experiences relevant to child development in early childhood education. Anchored in an interdisciplinary approach that articulates education, architecture, and design, the research draws on theoretical frameworks related to child development and the built environment, conceiving space as an active element in the construction of interactions and learning processes. This qualitative, exploratory, and interpretative study was structured through a systematic literature review and field research conducted in municipal public schools. Data collection involved participant observation, the application of affective mapping and the “Wish Poem” activity with children, as well as interviews with teachers, enabling data triangulation. The findings indicate that the spatial configuration of schoolyards influences opportunities for exploration, autonomy, and interaction, demonstrating that diversified environments, with the presence of natural elements and flexible use, foster play and the development of bonds. As a contribution, the thesis systematizes design propositions organized into design attributes, developed from listening to children and aimed at improving the quality of schoolyards in early childhood education. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese Thu, 19 Mar 2026 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/26134 2026-03-19T00:00:00Z http://www.bdtd.uerj.br/handle/1/26104 Título: Patrimônio em 3D: recomendações de boas práticas para a digitalização 3D de instrumentos científicos históricos Autor: Patzlaff, Cassiane Primeiro orientador: Monat, André Soares Abstract: The 3D digitization of scientific cultural heritage artefacts has the potential to enhance the value of the original objects, highlighting their uniqueness and the history they embody. This context stems from the growing interest in these technologies and the increasing frequency of disasters and tragedies that affect cultural heritage, prompting museums and research institutions to digitize their collections. In this context, there are multiple methodological approaches and technological options, compounded by the fragmentation of knowledge across fields such as design, museology, computing, archaeology, and engineering, which makes it difficult to determine the most appropriate methods and techniques, particularly for reflective and translucent objects. Considering this gap, the following research question is formulated: is it possible to systematize a set of criteria and strategic actions to assist with the technical and technological choices involved in the 3D digitization process of historical scientific instruments (HSI) held in museums? The central objective of this thesis is to identify and analyze suitable techniques for the 3D digitization and digital dissemination of HSI forming part of the material heritage of science and technology and, based on these, to formulate guidelines for best practices to support decisions regarding 3D digitization in museum contexts. Methodologically, 3D photogrammetry and structured light technologies are considered and evaluated—both individually and in combination—in terms of their effectiveness for different types of artefacts, based on two phenomenological and descriptive case studies. These studies examine the 3D capture processes for the Oswaldo Cruz Microscope (part of the Museu da Vida Fiocruz collection) and the Pazos Telescope (Observatório do Valongo – UFRJ), discussing the challenges encountered, the solutions adopted, and the results obtained, as well as the possibility of extrapolating and adapting the procedures to other research projects, thereby contributing to the development of a critical body of knowledge on the subject. The main contribution of the thesis lies in the development of tools and recommendations structured within a workflow specifically adapted to this type of artefact, which guides the selection of methods and technologies for the 3D digitization of historical scientific instruments (HSI), thereby contributing to their digital preservation and accessibility. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese Wed, 15 Apr 2026 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/26104 2026-04-15T00:00:00Z http://www.bdtd.uerj.br/handle/1/26060 Título: Desenho universal para a aprendizagem como facilitador do ensino-aprendizagem de desenho técnico para estudantes surdos nos Institutos Federais Autor: Sacramento, Roberto Luiz do Primeiro orientador: Carvalho, Ricardo Artur Pereira Abstract: The thesis is based on the author's experience as a teacher of Technical Drawing at the Federal Institute of Education, Science and Technology of Rio de Janeiro, Duque de Caxias campus (IFRJ CDuC), and on the challenge of making the content of the subject accessible to deaf students. The thesis aims to analyze the suitability of Universal Design for Learning (UDL) as a tool to facilitate the teaching and learning process. This objective is justified by its structure, principles, and practices aimed at eliminating accessibility barriers in the educational context. The methodological approach includes a literature review, interviews with Technical Drawing teachers, a focus group with students from the integrated secondary-level technical program, and an interview and case study involving a former deaf student. The research sought to gather information on the relevance of Universal Design for Learning (UDL), considering its alignment with inclusive and equitable education. The results demonstrated that UDL provides a favorable framework for addressing challenges associated with the teaching and learning process of Technical Drawing. It particularly benefits deaf students, as its principles and guidelines address the main barriers identified: dependence on mediation by a Libras interpreter, the need for flexibility in assessment strategies, and the importance of appropriate teaching resources, such as specific signs for technical terms. However, the study also indicates limitations that require adaptations for the implementation of UDL, as its application is affected by the "culture of surprise" (the absence of institutional communication regarding the student's enrollment), the lack of continuing education for teachers, and limited time available for planning, particularly between the teacher and the interpreter. It is concluded that UDL is indeed a facilitator; however, its implementation requires a comprehensive transformation that, beyond its principles and guidelines, involves the effective application of the institution's established inclusion policy, the enhancement of teacher training, and investment in the development of specific resources for Professional and Technological Education. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese Thu, 28 May 2026 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/26060 2026-05-28T00:00:00Z