Uma revisão sistemática sobre a relação entre a presença de vegetação e o desempenho acadêmico

Gabriela Teixeira da Costa; Abner Calixter

doi:10.18830/issn.1679-0944.n30.2021.17

Autores/as

Gabriela Teixeira da Costa Programa de Pós-Graduação em Arquitetura e Urbanismo, UnB, Reabilita. https://orcid.org/0000-0003-2048-9782
Abner Calixter Laboratório de Sustentabilidade Aplicada a Arquitetura e ao Urbanismo - LaSUS, FAU, UnB https://orcid.org/0000-0002-6408-9708

DOI:

https://doi.org/10.18830/issn.1679-0944.n30.2021.17

Palabras clave:

rendimiento escolar, vegetación, estrés, atención

Resumen

La disparidad de rendimiento entre estudiantes de escuelas públicas y privadas se nota fácilmente en los resultados de evaluaciones de admisión a la universidad. Varios estudios relacionan la influencia del espacio físico en la capacidad de concentración y aprendizaje. A su vez, la Teoría de Restauración de la Atención apunta mejora en el desempeño con el uso de intervalos entre actividades. Este efecto puede potenciarse con la presencia de vegetación. Factor que puede orientar nuevas medidas sobre el posicionamiento físico de la unidad escolar y sus componentes esenciales. Se realizó una revisión bibliográfica sistemática, basada en el sistema Prisma, seleccionando 18 artículos para identificar el vínculo entre vegetación y rendimiento académico. Estos artículos describen el tipo de vegetación, su posición y el momento de contacto con ella, relacionando los factores con el rendimiento. Se encontraron correlaciones positivas con vegetaciones situadas en buffers de hasta 4.8 km, en contactos pasivos y activos. La edad parece interferir directamente en el tamaño del buffers efectivo. Los resultados arrojan conclusiones variadas sobre el impacto de los espacios verdes en el rendimiento académico. Existe un número limitado de publicaciones, con diferentes metodologías. Las recomendaciones para investigaciones futuras incluyen probar la influencia de la vegetación en nuevos contextos climáticos y socioculturales.

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