702
A. Gelpi et al.
6 POE and the Accessibility in Brazilian Higher Education
The post-occupancy evaluation demonstrates to be a continuous and useful tool for
the improvement of spaces for higher education. Concerning accessibility, the POE
applications, due to include users with physical and visual mobility constraints, collaborate for an adequate assessment that can result in significant improvements in
educational establishments and university campuses. Since accessibility is a prerequisite for students’ entry and stay, the contribution of this methodology to the
right to higher education allows the participation of users, in addition to the work of
technicians.
At the Federal University of Rio de Janeiro (UFRJ), a survey of the barriers
encountered by a group of students, staff, and teachers with different locomotion
or vision difficulties revealed the need for a genuinely inclusive architecture in a
university designed for all (Duarte and Cohen 2004).
At the University of São Paulo Campus of Bauru (USP-Bauru), a study identified
described and mapped physical barriers, presenting the interventions carried out,
from 2001 to 2005. The study focused on the analysis of the architectural conditions
of the three campus units, standards of the Brazilian Association of Technical Norms
and carried out interventions (Lamônica et al. 2008).
Aware of this importance of the accessibility, the Federal University of Paraíba
(UFPB), linked to the Ministry of Education (MEC), develops the project “UFPB
para todos: eliminando barreiras” (UFPB for all: removing barriers). The project aims
to conceive an architectural design of an accessible route to UFPB’s campus I, and
execute a pilot stretch of this route. The pre-projectual phase by understanding the
needs of this campus’ users, through the concepts of ergonomics and universal design.
After field surveys, projective guidelines have been defined, which will contribute
to the final project’s quality, so that this is not a simple application of the rule, but
works free of segregating barriers (Costa et al. 2012).
Physical accessibility at the Federal University of Pará (UFPA) considered the
locomotive experience of a wheelchair student. Group of students and teachers identified the main physical and architectural barriers present in the Guamá University
Campus based on the application of the official normative instructions for accessibility. They concluded that full compliance with accessibility norms is one of the
factors that make possible inclusion in higher education with quality and dignity
(Costa and Souza 2014).
Research carried out in the school library of the Federal Institute of Rio de Janeiro
Campus Paracambi-RJ, in 2017, from the perspective of Law 13,146/2015 and the
Brazilian technical norm NBR 9050: 2015, regarding architectural, urban and instrumental aspects. It concludes that the study of accessibility by indicators can be a useful
decision support tool for library managers because it allows establishing criteria of
priorities in processes of changes in favor of accessibility (Diniz et al. 2017).
A. Gelpi et al.
6 POE and the Accessibility in Brazilian Higher Education
The post-occupancy evaluation demonstrates to be a continuous and useful tool for
the improvement of spaces for higher education. Concerning accessibility, the POE
applications, due to include users with physical and visual mobility constraints, collaborate for an adequate assessment that can result in significant improvements in
educational establishments and university campuses. Since accessibility is a prerequisite for students’ entry and stay, the contribution of this methodology to the
right to higher education allows the participation of users, in addition to the work of
technicians.
At the Federal University of Rio de Janeiro (UFRJ), a survey of the barriers
encountered by a group of students, staff, and teachers with different locomotion
or vision difficulties revealed the need for a genuinely inclusive architecture in a
university designed for all (Duarte and Cohen 2004).
At the University of São Paulo Campus of Bauru (USP-Bauru), a study identified
described and mapped physical barriers, presenting the interventions carried out,
from 2001 to 2005. The study focused on the analysis of the architectural conditions
of the three campus units, standards of the Brazilian Association of Technical Norms
and carried out interventions (Lamônica et al. 2008).
Aware of this importance of the accessibility, the Federal University of Paraíba
(UFPB), linked to the Ministry of Education (MEC), develops the project “UFPB
para todos: eliminando barreiras” (UFPB for all: removing barriers). The project aims
to conceive an architectural design of an accessible route to UFPB’s campus I, and
execute a pilot stretch of this route. The pre-projectual phase by understanding the
needs of this campus’ users, through the concepts of ergonomics and universal design.
After field surveys, projective guidelines have been defined, which will contribute
to the final project’s quality, so that this is not a simple application of the rule, but
works free of segregating barriers (Costa et al. 2012).
Physical accessibility at the Federal University of Pará (UFPA) considered the
locomotive experience of a wheelchair student. Group of students and teachers identified the main physical and architectural barriers present in the Guamá University
Campus based on the application of the official normative instructions for accessibility. They concluded that full compliance with accessibility norms is one of the
factors that make possible inclusion in higher education with quality and dignity
(Costa and Souza 2014).
Research carried out in the school library of the Federal Institute of Rio de Janeiro
Campus Paracambi-RJ, in 2017, from the perspective of Law 13,146/2015 and the
Brazilian technical norm NBR 9050: 2015, regarding architectural, urban and instrumental aspects. It concludes that the study of accessibility by indicators can be a useful
decision support tool for library managers because it allows establishing criteria of
priorities in processes of changes in favor of accessibility (Diniz et al. 2017).