Projeto padrão e conforto térmico : estudo de caso nas creches PROINFÂNCIA Tipo B
Data
2019-02-27
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Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, a implantação de edificações públicas em série através da adoção de projetos padronizados é prática recorrente e visa a racionalização de custos, agilidade e melhoria contínua do padrão estabelecido. Este trabalho tem como objetivo avaliar o comportamento térmico de projetos padrão de alcance nacional nas 8 Zonas Bioclimáticas brasileiras. O estudo foi concentrado na avaliação da escola de educação infantil Proinfância Tipo B, com 3446 unidades implantada entre os anos de 2007 e 2017 em todo o território nacional. A análise foi realizada através de estudo de caso, onde a simulação térmica foi adotada para determinação das temperaturas operativas horárias dos ambientes de ensino nas 8 localidades representativas das Zonas Bioclimáticas. Para cada modelo também foram consideradas 4 orientações solares e a adequação da edificação ao clima local através da adoção das estratégias passivas recomendadas na ABNT NBR 15.220. Os dados foram avaliados com a aplicação do modelo de conforto térmico adaptativo da ASHRAE 55-2013, determinando a porcentagem de horas de uso em conforto e desconforto térmico em cada situação. O resultado apresentado é a síntese da avaliação do conforto térmico dos ambientes educacionais do edifício original e o impacto da utilização das estratégias bioclimáticas de forma individual e combinada. A edificação original apresentou índices adequados em 45% das horas de uso e a aplicação das estratégias reduziu significativamente as horas em desconforto térmico, no entanto não apresentou resultados satisfatórios nos extremos de frio e calor. Sem o devido cuidado para aclimatação às localidades, a adoção de projetos padrão é inadequada, podendo prejudicar os usuários e o desenvolvimento das atividades.
In Brazil, the implementation of public buildings in series through the adoption of standardized projects is a recurring practice and aims at cost rationalization, agility and continuous improvement of the established standard. This work aims to evaluate the thermal behavior of standard projects of national scope in the 8 Brazilian Bioclimatic Zones. The study was concentrated in the evaluation of the kindergarten school Proinfância Tipo B, with 3446 units implanted between the years of 2007 and 2017 throughout the national territory. The evaluation was carried out through a case study, where the thermal simulation was adopted to determine the hourly operating temperatures of the teaching environments in the eight representative locations of Bioclimatic Zones. For each model, 4 solar orientations and the adequacy of the building to the local climate were also considered through the adoption of passive strategies recommended in ABNT NBR 15.220. The data were evaluated using the adaptive thermal comfort model of ASHRAE 55-2013, determining the percentage of hours of use in comfort and thermal discomfort in each situation. The result presented is the synthesis of the thermal comfort evaluation of the educational environments of the original building and the impact of the use of bioclimatic strategies individually and in combination. The original building had adequate indexes in 45% of the hours of use and the application of the strategies significantly reduced the hours in thermal discomfort, however it did not present satisfactory results in the extremes of cold and heat. Without due care for acclimatization to localities, the adoption of standard projects is inadequate, and may harm users and the development of activities.
In Brazil, the implementation of public buildings in series through the adoption of standardized projects is a recurring practice and aims at cost rationalization, agility and continuous improvement of the established standard. This work aims to evaluate the thermal behavior of standard projects of national scope in the 8 Brazilian Bioclimatic Zones. The study was concentrated in the evaluation of the kindergarten school Proinfância Tipo B, with 3446 units implanted between the years of 2007 and 2017 throughout the national territory. The evaluation was carried out through a case study, where the thermal simulation was adopted to determine the hourly operating temperatures of the teaching environments in the eight representative locations of Bioclimatic Zones. For each model, 4 solar orientations and the adequacy of the building to the local climate were also considered through the adoption of passive strategies recommended in ABNT NBR 15.220. The data were evaluated using the adaptive thermal comfort model of ASHRAE 55-2013, determining the percentage of hours of use in comfort and thermal discomfort in each situation. The result presented is the synthesis of the thermal comfort evaluation of the educational environments of the original building and the impact of the use of bioclimatic strategies individually and in combination. The original building had adequate indexes in 45% of the hours of use and the application of the strategies significantly reduced the hours in thermal discomfort, however it did not present satisfactory results in the extremes of cold and heat. Without due care for acclimatization to localities, the adoption of standard projects is inadequate, and may harm users and the development of activities.
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Conforto ambiental, Arquitetura escolar, Arquitetura bioclimática, Simulação térmica, Environmental comfort, Kindergarten, Bioclimatic architecture, Thermal simulation