Thermal comfort in school environments in Tefé-AM: relationships between equatorial climate, infrastructure, and impacts on the teaching-learning process

Abstract

This study analyzes thermal comfort conditions in school environments in the municipality of Tefé-AM, considering the influence of the equatorial climate, building characteristics, and urban spatial organization on the teaching-learning process. The research is classified as applied, with a qualitative and quantitative approach and an exploratory-descriptive nature, based on bibliographic review and field investigation. Measurements of air temperature, relative humidity, and Thermal Comfort Index were conducted in two educational institutions during both flood and dry seasons, along with questionnaires applied to students and analysis of school structures. The results indicate that indoor temperatures frequently exceed comfort limits, intensified by low reflectance of construction materials, lack of vegetation, soil impermeabilization, and architectural inadequacy to the local climate. It is concluded that thermal discomfort directly affects students’ well-being and academic performance, highlighting the need for strategies such as improved ventilation, use of appropriate materials, expansion of green areas, and implementation of climate control systems in school environments.