Critérios para a avaliação da qualidade da vista em ambiente educacional

• Ano de defesa: 2025
• Autor(a) principal: Paiva, Wislley Vieira
• Orientador(a): Laranja, Andréa Coelho
• Banca de defesa: Nico-Rodrigues, Edna Aparecida , Porto, Maria Maia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Mestrado em Arquitetura e Urbanismo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Arquitetura e Urbanismo
• Departamento: Centro de Artes
• País: BR
• Palavras-chave em Português: Variáveis da vista; Simulações da vista; Ambiente escolar
• Link de acesso: http://repositorio.ufes.br/handle/10/20604

The presence of windows in indoor environments allows for a connection between interior and exterior spaces, constructing the notion of landscape and contributing to users' comfort, productivity, health, and well-being. Access to nature through a window view can provide benefits for users who spend most of their day indoors, in which views with a high proportion of natural elements are better rated than those dominated by artificial elements, such as buildings, walls, streets, and sidewalks. On the other hand, in the contemporary educational context, the quality of the learning environment plays a crucial role in students' academic performance. Among the various elements that make up this environment, the quality of the view emerges as a frequently underestimated but highly relevant factor. In this regard, this study aims to contribute to the development of a methodology to evaluate the quality of the view in educational settings. The methodology of this research was based on literature reviews of NBR 15.215, international certifications, and scientific articles. As a result, contributions to the assessment of view quality were structured into three stages classified as: pre-evaluation, evaluation, and results assessment. These stages include the application of questionnaires, cognitive testing, and a physical space checklist—identified from the variables found in the curation stage. Thus, the findings are proposed to be applied through two instruments: a questionnaire and a checklist. Additionally, the results from the application of the methodology confirmed that views composed of natural elements, in addition to being preferred by users, positively contribute to better cognitive performance. Conversely, students exposed to views of artificial elements tend to perform worse in memory, attention, and concentration tests compared to other scenarios.