A influência do ambiente físico escolar nas relações interpessoais impactos na socialização e convivência entre alunos

Abstract

This Final Graduation Project investigates how the school community — composed of teachers, guardians, staff members, and others — from two public and private schools in the municipality of Araxá-MG perceives the influence of the physical school environment and interpersonal interactions on the educational process. The study is based on the understanding that the school environment goes beyond its material aspects, acting as a mediator of pedagogical, emotional, and social relationships. Grounded in authors such as Frago (2005), Malaguzzi (1999), and Freire (1996), the research argues that the educational space is a symbolic and formative element, capable of communicating values, influencing behavior, and guiding practices. Using a quantitative approach and a structured questionnaire applied to 37 participants, the data reveal a strong appreciation for diverse environments (green areas, libraries, social spaces), although the centrality of the traditional classroom still persists. A limited view of active methodologies and practices conducted outside the formal classroom space is also observed. The results indicate that school infrastructure significantly impacts inclusion and interpersonal relationships, as well as supports the students’ social, emotional, and cognitive development. The study concludes that rethinking school spaces — even through creative and low-cost strategies — is essential to promoting a more holistic, democratic, and responsive education that meets the needs of the educational community.