Abstract
In the 1970s and 1980s, the effects of pollution in the atmosphere grew from a local to a global scale, affecting the entire planet. Consequently, economic and social issues began to be increasingly more connected with environmental protection. Several measures were taken towards environmental preservation, many of those related to the sustainable construction of buildings. This work intended to make a parallel between comfort indicators among different schools in Brazil, beginning with the specific analyses of schools in Juiz de Fora (Minas Gerais, MG), in the Southeast region, and in Macapá (Amapa, AP), in the Amazon or Northern region. This comparison between schools is made to demonstrate the need to adapt methodologies and certifications that promote sustainability in school buildings for each region of Brazil. Questionnaires about ergonomic, thermal, visual and acoustic comfort, and air quality, were applied in two high-school buildings in Juiz de Fora, Academia School and Santa Catarina School, and in two high schools in Macapá, Tiradentes School and Professor Gabriel Almeida Café school, to understand the difference between these two regions of Brazil regarding comfort conditions. A comparison between the results of the four schools was made, proving the necessity of the elaboration of a specific methodology for each Brazilian region.
Highlights
The environmental impact produced by construction activities has enlarged over the past few decades [1]
In Brazil, high school is the second cycle of basic education, attended by children aged 14–18 years old (10th to 12th grade)
This study highlights the significance of comfort indicators for sustainability assessment for school buildings, since students stay around 25% of their day inside the learning place and environmental comfort affects the learning, health and concentration of the students
Summary
The environmental impact produced by construction activities has enlarged over the past few decades [1]. Progress has been made and several BSA (building sustainability assessment) methodologies were created. These tools are adapted according to the necessity of the specific region in question [2] and are intended to support a decrease in the overall environmental impact. School buildings are constructed with respect to the specific requirements of each region. Many systems for the assessment of buildings in the field of sustainability can be found in the literature, having been created as a way to help mitigate the consequences of the world energy crisis in the decade of the 1970s
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
