Indicadores de desempenho em projetos de edificação : estudo de caso em projeto padrão de escola

Abstract

The civil construction sector is one of the most important in Brazil, and is historically linked to the growth of the country's economy. In recent decades, the sector has been undergoing a modernization movement in search of greater efficiency and productivity, in which the design activity has been recognized as a decisive factor in guaranteeing the quality of the project. Improving the quality of projects is all the more important the more complex the building in question, as is the case with school architecture. The school can be considered the physical support of the educational organization, which means that it needs to be equipped with conditions that determine comfort, safety and performance. Historically, the construction of public schools in the country has been guided by the concern to meet the demand for places, resorting to the standardization of projects as an alternative to reduce costs and construction time, in addition to the search for agility in the bidding process. Standardizing and recording the construction solutions adopted and the procedures used in the design of buildings can help produce data that will serve as input for new projects and for the continuous improvement of the process. In this sense, the use of indicators can provide comparative parameters for designers in order to reduce the degree of uncertainty when making decisions, as well as feeding back into the design process with measured information on the building's performance. This paper is a case study of a standard school project, developed by the Ministry of Education, in terms of the performance of its design indicators. The justification for this investigation is that the existence of sector indicators allows for the adoption of comparative benchmarks and the establishment of optimum parameters, which are fundamental for quality management and the setting of targets for the improvement of the design process. The aim is to contribute to the conceptualization of the subject and to provide an initial set of reference data for school projects and their specific typologies. The results obtained represent a first step towards diagnosing performance indicators for school architecture. Once more data is available on school buildings, it will be possible to carry out a broader assessment of the definition of benchmarks for this typology.