EDUCATIONAL AS A COMPLEMENTARY TOOL TO CONVEY KNOWLEDGE TO CIVIL CONSTRUCTION WORKERS

Santana, L. (a), Freire, A.(b), Dagostin, M.(c), Jungles, A.(d)

(a) Instituto Federal da Bahia (b) Instituto Federal do Piauí (c) Universidade Federal de Santa Catarina (d) Universidade Federal de Santa Catarina

(a) [email protected], (b) [email protected], (c) [email protected], (d)[email protected]

ABSTRACT greater sectorial development of the civil construction The use of resources which enable the modeling of (ABRAMAT, 2007). information has been growing in the media and also in The discussions raised reveal a convergence of opinions the educational context. The objective of this article is when considering the transfer of knowledge to the to adapt a model for the narrative construction focused training in civil construction relevant. on the development in the educational animation field, In this context it is important to stick to the new forms facing the reality in civil construction as an aid in the of knowledge presentation, since they can prove process of transferring knowledge for the construction themselves beneficial in the teaching-learning process. workers. The literature review was performed as a Therefore, adapting a narrative construction model for research strategy and after the analysis a reference the development of educational animation to the reality model was chosen in order to elaborate the educational of civil construction, (as an aid in the process of animation. Then, the adaptation of the model to civil transmitting knowledge to the construction workers,) is construction took place. The Lean Construction Primer presented as one of these new forms of knowledge was selected from the literature to exemplify the presentation. developed proposal. The analysis of correlated themes confirms that the contemporary languages used for 2. THE TRANSFER OF KNOWLEDGE education motivate, involve and assist in the Flor et al. (2009) They affirm that, in the last decades, memorization of the learner. It is expected to contribute knowledge was recognized as something to be with the development of educational animation in the constructed by the learner himself in his relations with civil construction directed to the construction workers the social environment, and no longer as volume of as well as encouraging discussions on similar issues. information passed on by the teacher. In this context, the use of media or multimedia is increasingly growing Keywords: Educational animation, narrative, civil with the aim of interacting with the user, based on construction. information in diverse presentations. Portugal (2014), Affirms to be fundamental to look for 1. INTRODUCTION new models, methods and approaches capable of The sectorial development of civil construction is including the contemporary languages in teaching. pointed out as one of the reasons which influenced the Among them, we can highlight multimedia, hypertext, search for training courses for workers in the area. audio, video, animation, among others. Such However, what is perceived is that there is often a gap approaches can provide significant information and between the knowledge and the transmission of the create pleasant experiences in the teaching-learning craft, which hampers the learning process. process, according to the author. Chiavenato (2010) alerts to the need of professionals This research is classified as qualitative and has an with better qualification. It states that unemployment exploratory character. The article intends, with the rates are lower where educational levels are higher. literature review, to choose a reference model for the Brandenburg and Byrom (2006) when analyzing construction of educational animation and based on the construction, state that companies which invest in analysis of this model propose an adaptation for the planning and human resource management strategies civil construction, directed to the construction workers. have achieved high levels of performance, including It is important to emphasize that the proposal will be the high productivity, cost efficiency and company first phase of the conception of educational animation; effectiveness overall. the moment the narrative is built. This phase is Despite the efforts to overcome disability in vocational responsible for defining the content needed to make the training, those are still considered insufficient when decisions which will guide the rest of the process. analyzing the gap in the quality of the available worker, It is also expected that the discussions raised may in relation to what would be considered ideal for a encourage the use of educational animation in the

Proceedings of the European Modeling and Simulation Symposium, 2017 91 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. context of civil construction, focusing on the target motion. It can be used as educational material, audience, the construction worker. The literature review contributing to the educational process. (Patmore 2003). was the strategy used to achieve the goal. can empower, facilitate and engage the To emphasize the use of the adapted model (the learner in learning situations (Ainsworth 2008). proposal of this study) a material available was chosen Vygotsky (2001) states that originates in in social networks for the transfer of specific concepts motivation, but according to the author it is not born of civil construction for the workers of the construction. spontaneously, it requires stimulation. In this way, the Primer of Lean Construction, In this context, Gondim et. Al. (2011) state that the use (educational instrument available to assist the training of animation stimulates cognitive processes, such as of the worker in construction,) will be used to put the perception, memory, language, thought and others, as proposed objective into practice. well as producing a playful environment for the development of learning. 2. CONTEMPORARY APPROACHES IN The authors state that animation allows the modeling of EDUCATION real events that temporarily evolve into abstract The term "transference" has been discussed in different concepts. They draw attention to the interaction contexts, including education, psychology, and between user and system, achieved through the use of administration. Below, we present concepts which seek animation, since it is culturally perceived as a little to define the theme addressed and its relation with the formal language. civil construction sector. Huhnt et. al. (2010) believe that the basic mission of Broad and Newstrom (1992) define the concept of animation is to transmit knowledge, so the learner can transference in training as the effective and continuous use the teaching where the application was planned. application of knowledge and skills acquired in training Xiangyu et.al. (2013) reveal that animation is one of the for the workplace, whether these inside or outside this media options used to produce Augmented Reality environment. (RA). Although it is not the focus of this study, it is Vygotsky (2001) believes that mental content results important to emphasize that the discussions about the from the interaction between the subject and the use of Virtual Reality (RV) In built environments have environment. So the preference for methods that create been growing in researches in the field of architecture, situations which reproduce the work environment is engineering, construction and other related to assist in growing. matters such as planning, design, security and training Krugüer and Heineck (1997) conceptualize training as of risk operations, among others. an improvement of skills and techniques, in view of the It is important to mention characteristics which differ action of performing a task. The authors define from the commercial animation of the animation education as the transfer of knowledge and ideas, in a developed with the educational approach. The following perspective focused on life. item conceptualizes the animation in this last approach. Segundo Freire (1996) and the progressive conception, teaching does not take place in one way, since teaching 2.2. Educational Animation and learning are one and the same. Thus, those who Lowe et. Al. (2008) affirm that animation consists of teach also learn. forms or elements which change in relation to time, in a In this way, knowledge transfer occurs both in training sequential and continuous way. and in education. Therefore, there is the need to Barbosa Júnior (2005) describes animation as art which know/use tools which can aid in the teaching-learning depends on technology, and thus relies on the resources process. of visual syntax, as well as drawing and painting, but This research proposes the adaptation of a reference which aggregates audiovisual elements. Therefore, it model for the development of educational animation becomes "a multimedia art" which has the ability to tell focused on the construction sector, with the aim of stories and convey information. transferring knowledge to the workforce. Alves (2012) clarifies that the production of commercial Alves (2016) admits that when directed towards animations counts on specialized professionals for each education, animation needs to add some extra elements aspect of the production (narrative, script, illustration, related to the learning process, so it is necessary not animation), however, this does not always happen with only to design an animation or a story, but also to the teams of development of educational animations. consider the context, the learning processes involved, The author alerts that in many cases in the design of the public and the learner's learning. educational animations, decisions are focused on the The following are some concepts brought to increase presentation of content, based on the subjective understanding of the subject matter. knowledge and experience of the author responsible for the project (, teacher or animation team and 2.1. Animation editing). In this way, the process becomes variable and Animation can be described as the art of capturing a depends on the repertoires of the developers, and these series of individual and continuous positions that when are not always able to do so. played in rapid succession convey the illusion of Barbosa Júnior (2005) briefly points out four phases for the generation of commercial animations: 1) design and

Proceedings of the European Modeling and Simulation Symposium, 2017 92 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. development; 2) pre-production; 3) production and 4) Structure Set of shapes or elements Gancho(2002); post-production. which compose the script Field (2001); Maciel (2003); The first and second phases of the process are Seger (2007); characterized by the development of the story to be told. Mckee (2006) Thus, story, requirements, goals, and graphic choices Character Beings active or not, present Gancho(2002); are defined at that time. The third and fourth are in the story, not necessarily Field (2001); human. Comparato responsible for executing the planned decisions, the (1995) production. Maciel (2003); In the same way as in the chosen reference model, after Seger (2007); reviewing the literature, this article focuses on the first Mckee (2006) Scene An event of the story which Field (2001); phase of the animation production process. This phase presents the action with the Maciel (2003); is responsible for the decisions which will guide the rest conflict Seger (2007); of the process. Mckee (2006) In this context, a survey of the existing knowledge Cohesion Form of writing and elements Seger (2007) about the narrative construction, the script and a which make the narrative attractive restructuring of the design process is relevant, in order Narrator Character or being that tells Gancho(2002) to guide it to meet the expectations of the learners. the story

3. ELEMENTS OF THE SCRIPT From the description of the elements listed, the Clark and Lyons (2011) believe that learning occurs reference model presents a structure for the narrative when new content is processed by working memory and construction in educational animations, as represented then integrated into the learner's long-term memory. in Figure 1, below. Alves (2016) emphasizes the importance of information organization and also the use of narrative structures for learning. It completes the argument by stating that in learning the use of narrative can aid in memorization and empathy. The literature review points out as relevant the use of the model developed in Alves' research (2016) as a reference for the development of educational animation for the construction workers, proposed in this article. The reference model chose to study more language- related authors, cinematographic production and the making of scripts, considering them closer to the object of study, the animations. Table 1, below, presents the selected elements after comparison with the authors suggested in the literature, according to Alves (2016). They are: Gancho (2002), Field (2001), Comparato (1995), Maciel (2003), Seger (2007), Mckee (2006) and Vogler (2006 The elements highlighted by the authors are: theme, subject, message, space, time, action, structure, character, scene, cohesion and narrator. Figure 1: Structure for the construction of narrative in

educational animations Table 1: Selection of script elements Elements Definition Authors Source: adapted from Alves 2016. Theme Idea in which the story is Gancho(2002); written around Maciel (2003); Seger (2007); 4. STRUCTURE FOR THE NARRATIVE Mckee (2006) CONSTRUCTION IN EDUCATIONAL Subject Fullfillment of the theme Gancho(2002); ANIMATIONS Field (2001); From the study of the structure for the narrative Comparato (1995) construction in educational animations, developed by Message Thought or conclusion to be Gancho(2002); the reference model addressed, an adaptation was drawn from the story elaborated to aid the transfer of the knowledge for the Space Determining the place and Gancho(2002) civil construction workers. environment of the story The Lean Construction Primer was chosen to exemplify Time Period of the event Gancho(2002); Comparato the adapted model. (1995) The items below present the elements defined by the Action Structure of the events and Field (2001); reference model and that will be used to produce the ongoings which will Comparato proposed model. It is important to point out that the construct the scenes (1995)

Proceedings of the European Modeling and Simulation Symposium, 2017 93 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. elements were reorganized by modules in order to facilitate at the time of structuring the representation. In this way, the content is presented in three modules, according to its purpose: narrative Structure construction, structuring of the elements for the Definition: Component elements: narrative construction and styles of the elements for the - Plot Set of shapes or - Acts; narrative construction. elements which - Conflict; compose the script, - Turning point; 4.1. Narrative conStruction selecting events from - Evolution of the story; The narrative construction according to the reference the life story of the - Climax; characters composed - Secondary plots; and model contains six elements for the definition of the in a strategic sequence presented module. They are: theme, subject, message, - Others (unfolding of the items to stimulate specific mentioned above) space, time and action. Table 2, below, presents the emotions. elements for the construction of narrative in educational . Definition: Component elements: - Role (who is the character? Table 2: Narrative construction - reference model Beings active or not, Protagonist / supporting ... others); Theme Subject Message present in the story, - Function in the plot; What is the story How does the theme What is the not necessarily human. - Type of character; about? appear and develop? conclusion to be - Needs; draw from the - Characteristics; story? - Level of veracity; Component Component elements: Component - Motivations of the character; elements: elements: - Evolution; - Research on the - Applied archetypal structure; and - Premise; subject (personal - Story - Conflicts. - Governing Idea memories, imagination - Objectives; and about the content and - Their personal Scenes - Problem. facts that occurred); interest and - Fact / event; and-. - Outcome. Definition: Component elements: - Objects - specific unit, an action in a - General and detailed An event of the story view of the subject. given context. which presents the - Events: action and reaction; action with the - Composition of speeches - dialogue conflict, in more or Space Time Action and point of view; less continuous time. Where? (Place / What is the time of the Structure of the - Texts and subtexts contained in the setting of the event? events and action; story) events which - Visual composition - movement and will form the actions in time; scenes - Size: beginning and end of an event; Component Component elements: Component - Types of camera shots and angles; elements: elements: - Rubrics: everything that is not - Period dialogue: scenarios and environments; - Place / location - Duration - how long? - Physical action -Indexes: clues to the audience, and What is the time used (character insinuations; - Environment for ?; movement); - Sequencing of scenes; and (socioeconomic, - Chronological / - Emotional - Dramatic scenes: activities, dialogue moral and psychological time; action (internal and language. psychological). - Linear Time; and to the character); Nonlinear time. and When and how 4.3. Styles of elements for narrative the facts will construction happen. The styles of the elements for the narrative construction according to the reference model, contains two elements for the definition of the presented module. They are: 4.2. Structuring of elements for narrative cohesion and narrator. construction Table 4, below, presents the style of the elements for the The structure of the elements for the narrative narrative construction in educational animation. construction, according to the reference model, contains three elements for the definition of the presented Table 4: Style of elements for narrative construction - module. They are: structure, character and scenes. reference model Table 3, below, presents the structuring of the elements Cohesion for the narrative construction in educational animation. Definition: Component elements: - Anticipation of the outcome: tips that are Table 3: Structuring of the elements for the narrative Form of writing and coming to an achievement; construction - reference model elements which - Recurring themes: image, rhythm or make the narrative sound which are repeated throughout the attractive. film;

Proceedings of the European Modeling and Simulation Symposium, 2017 94 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. - Repetition: attributes to confirm a The analysis also reveals that in Brazil, the construction characteristic; worker is predominantly male and has monthly incomes - Contrasts: opposites increase the dramaticity; in the range of up to two minimum wages. The data - Unity: vision of the whole and the parts; indicate that the turnover rate is high, since - Elements to success: appeal, creativity, approximately 50% remain for up to two years in the structure of the script; same company. - Connection: universal appeal, trends, needs and reasons; and The brief discussion about the context and the target - Clarity: Theme and connections to the audience was intended to characterize the universe theme. considered for the development of the one proposed by Narrator the research. Basically, it served as support for the necessary premises for the accomplishment of Definition: Component elements: educational animation directed to the civil construction. - Type: Character or being Third person (omniscience / The following item presents the proposal adapted to the that tells the story omnipresence) civil construction, based on the reference model. First person (witness and protagonist). 5.2. Adaptation of the reference model for After the study of the structure for the narrative educational animation in civil construction construction in educational animation, developed by the The Civil Construction Primer was developed during reference model, it was possible to elaborate a model to Santana (2010) dissertation research and aimed to help the transfer of knowledge to construction workers. present and encourage construction workers to perform The following item presents the proposal of this good practices related to lean construction in the work research, taking into account aspects relevant to the environment; the construction site. The material was adequacy of the reference model used for the civil presented in A5 format, printed and colored. Simple construction sector. texts with easy assimilation. The practices highlighted are usually taken from the daily routine of the worker to facilitate understanding. Figure 2, below, illustrates the 5. PROPOSAL - EDUCATIONAL ANIMATION ADAPTED TO CIVIL CONSTRUCTION Civil Construction Primer. The literature review allowed choosing the model which after the study of the elements of the narrative, proposed a structure for the narrative construction in educational animations. The reference model used was obtained from Alves (2016). The choice was made for clarity, pertinence and proximity to the theme of this article. After the brief explanation of the elements of the narrative, expressed in the modules presented previously, some points will be considered in order to conduct the production process in educational animation.

Figure 2: Lean Construction Primer 5.1. Relevant considerations to educational Source: Santana 2010. animation production

This research chose to focus on the first phase of the The material studied was not designed for the animation production process, since it is in the initial development of educational animation. However, it can texts that the content is conceived and the decisions be used to exemplify the proposal developed in this which guide the rest of the process are made. article, adaptation of educational animation for It is necessary to consider the interdisciplinary work for construction workers. the construction of the animation, thus, a team It is important to emphasize that the proposal covers the composed of professionals from different areas can be first stage of the animation which provides the guiding part of the creation process. definitions for the implementation of the product. The The adaptation of the reference model it was possible next phases can be achieved with the help of after consideration of the aforementioned professionals of the area, who will transform the considerations, including the analysis of the context. information (static images and texts) in dynamic The context covered is the construction sector and the graphic, with movement. target public is the construction worker. Table 5, below, describes the module for the narrative After analyzing the data disclosed by Annual Social construction, according to the reference model. It Information Report – RAIS/TEM (2014) it was possible contains six elements for the definition of the module to affirm that the age range of the construction worker is presented. They are: theme, subject, message, space, concentrated in the range of 25 to 39 years and that this time and action. number corresponds to a total of 51.78% of the total workers.

Proceedings of the European Modeling and Simulation Symposium, 2017 95 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. Table 5: Narrative construction – proposal story what he has learned. Theme Subject Message Climax The worker feels accomplished by What is the story How does the theme What is the practicing the action / thought which made about? appear and develop? conclusion to be his work even better. drawn from the Secondary The worker transmits to his colleagues the story? scenarios new learning. The story relates At each scene, it is It is possible to carry Others The worker is recognized for his the day to day possible to focus on out actions directed (unfolding of performance in the service performed or construction the action of the to the principles of the items attitude which has contributed to the worker and his worker who lean construction in mentioned improvement of processes in the daily actions at consciously performs the day to day work. above) workplace. the construction it (whether in the Character site. execution of a task, in Definition: the use of a work tool, Beings active or not, present in the story, not necessarily in the exchange of experience with a human.. colleague, among others). Role Miguelito - Worker (Protagonist) Space Time Action Master of works (Supporting role) Where? (Place / What is the time of the Structure of the Coworker (supporting role) environment of event? events and events the story) that will form the Function in the The main character, the construction scenes plot worker is active in the plot. The scenario is a The story takes place The physical action Type of The main character is the caricature of a common day on in the present day. will be expressed by character middle-aged workman. a construction Corresponds to a work the correct execution Needs The character wants to know the best way site. day, which usually of each service, to perform the services which are assigned starts at 7am and ends considering the to him, as well as to know the most at 5pm at the studies of the appropriate tools to execute them. construction site. ergonomics for the Characteristics accomplishment of Level of The scenes depict real situations of the the same ones. veracity day-to-day construction site, however do not stick to the representation of the Emotional action complementary scenario, but only what is describes a positive, necessary for the transmission of the main constantly motivated message of the story character to learn. Motivations of The character is motivated by his daily The module directed to the narrative construction, the character learning because he understands that he is presents an overview of the theme, including the space the first client of the process. He also and the time where the scenes will take place, in this knows that good practices generate case, the construction site. continuous improvement. Evolution There was no significant evolution in the Table 6, below, describes the module for structuring the actions of the main character elements for the narrative construction, according to the Applied Middle-aged man with habits coming reference model. It contains three elements for the archetypal from a traditional education displayed module definition. They are: structure, structure Conflicts How to maintain healthy relationships in character and scenes. the workplace. How to find ways to grow in the work environment. Structuring the elements for the narrative construction - Scenes proposal Definition: Structure An event of the story which presents the action with the Definition: conflict, in more or less continuous time. Set of shapes or elements which compose the script, selecting Objects The tools and the specific scenario of each events from the life story of the characters composed in a service at the construction site. strategic sequence to stimulate specific emotions. Events What generates each action carried out in Plot How to use good practices to solve the practice, day by day, at the construction issues arising from the day-to-day site construction site, using the basics of lean Composition of The lines almost do not exist, the construction. speeches expressions depict the message that the The worker is aware of his actions and character wants to convey. seeks to carry out good practices in the Texts and The texts portray the actions considered work environment. subtexts good practices to be conducted at the Acts The questioning towards the current action contained in the construction site. and the one considered satisfactory for a action; given procedure. Visual The scenario is simple. It was chosen to Conflict What can I do to improve what I already composition portray only the necessary, to convey the do? What are the consecrated practices I main message of the scene. should follow? Size The events are fast, have a short duration Turning Point New knowledge to carry out good of time, as they portray the daily life and practices. emphasize what is already done and leads Evolution of the The worker knows and puts into practice to continuous improvements.

Proceedings of the European Modeling and Simulation Symposium, 2017 96 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. Types of To be defined with the responsible team. of narrative structure adapted for educational animation, camera shots as presented in the previous item. and angles Rubrics To be defined with the responsible team. 5.3. Application of the proposal: Lean Indexes Use already usual terms of the working Construction Primer environment (slang or audience's own The base of the reference module helped to organize the staff) elements by purpose, which allowed to visualize the Sequencing of The scenes were divided according to the whole process, which in turn can facilitate the scenes principle of lean construction which was presented. structuring of the representation of an educational Dramatic scenes Some scenes were exaggerated to attract animation. the attention of the target audience. The Lean Construction Primer did not emerge from a narrative structure for the development of educational The module directed to the structuring of the elements animation. However, the use of the model proposed by of the narrative discussed the structure, the characters this study eased the understanding of the narrative and the scenes. It is important to emphasize that the exposed, making more transparent the objectives which reference model presents elements that, in some cases, could be intrinsic only to the author/developer's desire may be repetitive according to the level of complexity for this material. Thus, he was able to reduce his to describe the story that it is to be told. subjective manner of the material. Table 7, below, describes the module for styles of It is worth mentioning that, in addition to the principles elements for the narrative construction, according to the of lean construction in practice, it was also prioritized to reference model. It contains two elements for the review and / or encourage the correct use of work tools, displayed module definition. They are: cohesion and materials available in the work and concepts related to narrator. cleaning and organization of work environment (5S Program). Table 7: Style of the elements for the narrative The search for practical examples that could be inserted construction - proposal in the day to day of the worker related to the principles Cohesion of lean construction was one of the desires for the Definition: elaboration of the chosen material. It was due to Form of writing and elements which make the narrative attractive. Anticipation of It was not present in this work exemplify the proposed model adapted for the civil the outcome construction. Recurring themes The construction site scenario (sidings, tools, Briefly, the structure of the narrative prepared for the building materials, signage, EPIs ... among Civil Construction Primer, if the animation production others) Repetition Repetition of the main character using the stages are completed, may contribute to: 1) Dynamize, uniform and tools needed for each service and make the learning process more playful; 2) Review Contrasts Some drawings were rendered out of the usual the content required for the specified services pattern, in order to draw attention to the main (procedures, equipment, tools and materials); 3) message of the scene. Streamline the process of assimilating the steps in each Unity The repetitions already cited, in the scenarios, promoted the unity of the parties. service; 4) Ease the understanding of the processes from Elements to The casual approach and short, simple the realistic exposition of the facts brought by the success language have come together to convey the animation; 5) Make the overall process more main message of the story. transparent by exposing the relevant information; 6) Connection The verisimilitude between story told and reality, bring the target audience closer to the Value the workspace and interpersonal relationships; 7) developed product, generating empathy. Encourage the use of IPE, safety equipment; and 8) Clarity Short phrases, images focused on the Reinforce the policy of good practices and the representation of necessary objects were the participation of decisions in the company, suggesting combination chosen to attribute clarity to scenes something that adds value to the process, among others. Narrator Table 8, below, illustrates some principles of lean Definition: construction and good practices related to the day-to- Character or being that tells the story day construction site. Type Selective omniscient narrator (third person): narrates the facts always with the concern to report opinions, thoughts and impressions of Table 8: Lean construction principles and practices tips one or more characters. for the construction site Reduce the amount of activities which do not add value

The module directed to the style of the elements for the narrative construction presents the form of writing and elements that make the narrative attractive. It also presents the narrator, character or being that tells the Suggest to your superior the Transport only the material story. In the case presented, the main character is the use of some tool or equipment necessary for the execution. construction worker. which will speed up the work. The following item shows the application of the Increase the value of the product/service from proposal in the context of civil construction after the use internal/external customer considerations

Proceedings of the European Modeling and Simulation Symposium, 2017 97 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. into the development of narrative for the educational purpose. In this way, knowledge about the narrative elements is valid, since they can improve the construction of educational animations, when used consistently and Clarify any doubts of a Do not delay the schedule of customer-modified project. activities since the client clearly. expects to receive your It is important to point out that the systematization of property within the stipulated some elements and narrative concepts in the proposed time. scheme can provide clarity in the processes and ease the Introduce continuous process improvements application of these elements, even though by non- specialized teams of authors/developers or by the teachers themselves. Educational animation, a contemporary auxiliary language to the traditional teaching exposed in this

Participate in the training Help to improve the company, article, is not intended to remedy the shortcomings of offered by the company. give suggestions. the civil construction sector, given the need for training, Reduce variability but only to complement existing methods. It is expected that this research may encourage the discussion and the use of educational animation in the civil construction sector, since such a resource may help teaching, while motivating and involving the learner.

Thus, as the reference model was useful to guide the Use the tools you need to get Do not use materials outside elaboration of the model proposed by the research, it is quality service. the standard. expected that the results of this study may also help other authors/developers of varied areas in the process of construction of educational animation. 6. FINAL REMARKS Training in civil construction is still an issue in constant REFERENCES discussion. According to data from RAIS/TEM (2014), Ainsworth, S. 2008. How do animations influence the level of education in this sector is considered learning? School of Psycology and Learning inferior when compared to the productive sector. Sciences Reserch Institute, UK: University of The search for contemporary languages for learning is Nottingham. recurrent in several areas. The use of narrative in Alves, M. M. 2012. Design de animações educacionais: education can help the process to entertain, motivate recomendações de conteúdo, apresentação gráfica and facilitate learning. The review of correlated e motivação para aprendizagem. Dissertação de literature states that its importance may be associated Mestrado. PPGDesign, Ctba: UFPR. with cognitive, motivational and memory-appealing Alves. M. M., Battaiola A. L. & Cezarotto M. A. 2016. processes. Representação gráfica para a inserção de The reference model was useful for the development of elementos da narrativa na animação educacional. the structure directed to the construction of narrative for Revista Brasileira de Design da Informação . educational animation, directed to the construction Brazilian Journal of Information. Design São workers. Paulo. The organization of the elements in modules allowed Associação Brasileira da Indústria de Materiais de the visualization of the whole process, which facilitated Construção (Abramat). Capacitação e Certificação structure the representation. Thus, three modules are Profissional na Construção Civil e Mecanismos de generated, according to their purpose: narrative Mobilização da Demanda. Escola Politécnica da construction, structuring of the elements for narrative Universidade de São Paulo- Departamento de construction and styles of the elements for narrative Engenharia de Construção de São Paulo. São construction. Paulo, 2007. The Lean Construction Primer, selected from the Barbosa Júnior, A. L. 2005. Arte da Animação: técnicas literature to exemplify the proposal of this research, e estética através da História. 2. Ed. Senac: SP used the proposed model as a parameter to develop the Brandenburg, S. G. e Byrom, K. 2006. Strategic educational animation aimed at construction workers. management of human resource in construction. The set of recommendations of the reference module Journal of Management in Engineering, ASCE. p. were sufficient to assist in the narrative construction. 89-96. April. It was noticed that the knowledge of the elements of the Broad, M. L e Newstrom, J. W. 1992. Transfer of narrative, brought by the reference model, allowed a training: Action-Packed strategies to ensure high more structured approach to the Lean Construction payoff from training investiments. Reading, MA: Primer. Thus, the elements which make up its structure Addison-Wesley. could be visualized and analyzed from a deeper insight

Proceedings of the European Modeling and Simulation Symposium, 2017 98 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds. Chiavenato, I. 2010. Gestão de Pessoas. 7. ed. Marília Martins Dagostin – Bachelor’s student at CAMPUS – RJ. Universidade Federal de Santa Catarina, with a Clark, R.; Lyons, C. 2011. Graphics for learning. S. education degree in English by Universidade Federal Francisco: John Wiley and Sons. de Santa Catarina in Brazil. Translator and schollarship Flor, Carla S.; Beirão Filho, J. A.; Vanzin, Tarcisio. at GestCon (Construction Management Group) in 2009. A hipermídia como ferramenta de Brazil. aprendizagem na sociedade do conhecimento. In: Antônio Edésio Jungles – Associate professor at 4º Conahpa- Congresso Nacional de Ambientes Universidade Federal de Santa Catarina, with Hipermídia para Aprendizagem, Florianópolis. doctorade in Production Engineering by Universidade Freire, P. (1996). Pedagogia da autonomia: saberes Federal de Santa Catarina and internship (sandwich) at necessários à prática educativa. São Paulo: Paz e University of Waterloo in Canada. General coordinator Terra (Coleção Leitura). at CEPED/UFSC (University Center for Studies and Goodwin , K. 2009. Designing for the digital age: how Research on Disasters), and GestCon (Construction to create human-centered products and services. Management Group) in Brazil. Indianapolis: Wiley Publishing. Huhnt, W., Richter, S., Wallner, S., Habashi, T., Krämer, T. 2010. Data management for animation of construction processes. Advanced Engineering Informatics, 24(4), 404-416. Krüger, J. A.; Heineck, L. F. M. 1997. Superando as fronteiras do treinamento tradicional através da disseminação dos conceitos de qualidade de vida no trabalho – um estudo de caso no assentamento de cerâmica. In: XVII Encontro Nacional de Engenharia de Produção- ENEGEP. Gramado- RS. Lowe, R. e Schnotz, W .2008. Learning with animation: research implications for design. New York: Cambridge University Press. Relação Anual de Informações Sociais- Ministério do Trabalho - Rais/ Tem. 2014. Grau de instrução na construção civil e no setor produtivo. Patmore, C. 2003. The complete animation course. London, Thames & Hudson. Portugal, Cristina. 2014. Design and the Contemporary Languages in Education. Blucher Design Proceedings, v. 1, n. 2, p. 339-350. Santana, L.; Brandstetter, M. C. G, de O.; Amaral, T. G. do. 2010. Construção Enxuta: Guia Prático para os Trabalhadores da Construção Civil. FUNAPE – UFG. Goiânia. Vygotsky, L., 2008. Pensamento e linguagem. São Paulo, SP: Martins Fontes, 4ª Edição, 224 p. Xiangyu Wang, Mi Jeong Kim, Peter E.D. Love, Shih- Chung Kang (2013). Augmented Reality in built environment: Classification and implications for future research. Automation in Construction.

AUTHORS BIOGRAPHY Leiliane Santana Souza – Graduation in Architecture and Urbanism by Universidade Estadal de Goias, Professor at Instituto de Educação, Ciência e Tecnologia da Bahia in Brazil, Master in Civil Engineering by Universidade Federal de Goias in Brazil and doctoral student in Civil Engineering by Universidade Federal de Santa Catarina in Brazil. Ailton Soares Freire – Professor at Instituto de Educação, Ciência e Tecnologia do Piauí in Brazil, Master in Civil Construction by Universidade Federal de São Carlos in Brazil and doctor in Civil Engineering by Universidade Federal de Santa Catarina in Brazil.

Proceedings of the European Modeling and Simulation Symposium, 2017 99 ISBN 978-88-97999-85-0; Affenzeller, Bruzzone, Jiménez, Longo and Piera Eds.