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Método para priorização de programas de melhoria contínua em um ambiente de máquina única: proposta e aplicação
(Universidade Federal de São Carlos, 2013-03-04) Barco, Clarissa Fullin; Godinho Filho, Moacir; https://lattes.cnpq.br/6136685270563354; https://lattes.cnpq.br/1250853082206361
Companies have been considering the responsiveness as a competitive criterion, trying to meet current market that requires simultaneously quality, efficiency, punctuality and customization. So, the lead time reduction becomes a strategic issue for the manufacturing management, considering that improvement programs on lead time reduction have been widely approached by Lean Manufacturing and Quick Response Manufacturing. Studies on improvements on shop floor parameters in order to reduce the lead time were addressed in numerous studies, such as the work of Godinho Filho and Uzsoy (2008a). Due to resource constraints existing in practice, there is a need to investigate which variable can be prioritized in the development of improvement projects, due to their potential for reducing the lead time. Therefore, this study aims to address this gap in the literature and from the business, expanding Godinho Filho and Uzsoy (2008a) work and proposing a method for selecting improvement programs aimed at reducing the lead time. To achieve this goal, we conducted a literature review, a case study on a company of the aviation industry, as well as simulations using a model created from the System Dynamics approach and Factory Physics. In addition to outlining the research question of this work, the case study aims to present to the reader an application of the method proposed. Thus, for the environment studied, i.e. a bottleneck single machine of a machining process, the result of applying the seven steps of the method was the potential improvement of 84.63% on lead time, which can be obtained with a design 1373% improvement in mean time between failures, requiring an effort of 5880 h. As an alternative to the company, a 34.76% reduction in lead time would also be possible through the investment of 1960h working for an improvement of 72% in the coefficient of variation of the repair time.
Prática social de ressignificação da educação escolar indígena: compreendendo os processos educativos do cotidiano Terena do município de Aquidauana MS
(Universidade Federal de São Carlos, 2013-03-04) Novais, Sandra Nara da Silva; Joly, Ilza Zenker Leme; https://lattes.cnpq.br/5569335876343450; https://lattes.cnpq.br/4307412937142254
The research is part of the Research Line Social Practices and Educational Processes of the Program of Post Graduation in Education of the Federal University of São Carlos PPGE/UFSCar and aims to identify and describe social practices and educational processes experienced in the everyday of the Terena village of the indigenous Land Taunay/Ipegue in the city of Aquidauana Mato Grosso do Sul, which enable the understanding of how the practices present in the culture Terena may, or may not, dialogue with the indigenous school education. To achieve the proposed objective we established the following research questions: What practices present in the Terena culture form the basis of their everyday education? How these educational processes may, or may not, dialogue with the the education offered in the existing schools in the villages? What do the Terena consider important to be taught in school? How the Terena indigenous school has historically constituted itself in space time of dialogue between the different knowledges of the subjects involved in this educational reality? To compose the theoretical referential of the research we used of contributions developed by central authors of the Research Line, among them Enrique Dussel, Ernani Fiori and Paulo Freire where we locate ourselves drawing on experiences and existences in Latin America. This is an ethnographic research as proposed by André (1995) and Geertz (1989), which is based on the thick description of the social practices and the educational processes experienced in everyday life of the Terena villages of of the Indigenous Land Taunay/Ipegue. The methodological procedures used consist in the analysis of the records of the Journal Field of moments lived with the Terena of the studied villages; the interview is conducted by the circle of conversations (the circle of Tereré and the moments around the fire); of the consultation of the registration of parent-teacher meetings and other meetings in the villages in the period from 2000 to 2010, and photographs that record the daily life of the villages surveyed. The knowledge fruit of the research seeks to meet what is proposed by the research line Social Practices and Educational Processes PPGE/UFSCar which aims to provide the formation of researchers whose work will allow interventions in educational processes located in Latin America. Starting from what was lived we seek to raise a series of questions, inquiries and reflections which could contribute to closer the dialogue between the educational processes of the Terena indigenous culture, with what proposes the education offered in the existing schools in the villages of Terena Indian Land Taunay/Ipegue of the city of Aquidauana MS in the context of Brazilian cultural diversity.
A (não)diretividade pedagógica na educação a distância
(Universidade Federal de São Carlos, 2013-03-04) Schiavinato-Batista, Ana Carla; Gomes, Luiz Roberto; https://lattes.cnpq.br/4768579559449929; https://lattes.cnpq.br/3629697936043487
This search presents a subject that is on top of the currently education scenario, the Distance Education. This new education mode that comes as a promess to breaking barriers of timing and space, still have many things to say about their real consequences regarding education of the individual. Thus arises the importance of this research which aims investigating issues related to pedagogical directivity/non-directivity in UAB-UFSCar with a target of analysis the Philosophy of Education into the Pedagogy graduate. However it should be noted that the goal is not handle the data in order to make categorical statements, i.e, do not say if the pedagogical relations in UAB-UFSCar are directives or non-directives but trying think about such relations and how it occurs at the enviroment of learning to propose new thoughts. The main theoretical framework to be used will be the Critical Theory of Society that supported the analyzes and reflections made in the course of the four chapters of the dissertation.