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2023-10-12

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Vol. 8 No. 3 (2023)

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How to Cite

Lencastre, M. P. A., Vidal, D. G., Lopes, H. S., & Curado, M. J. (2023). Biophilia in pieces: Critical approach of a general concept. Environment and Social Psychology, 8(3). https://doi.org/10.54517/esp.v8i3.1869

Biophilia in pieces: Critical approach of a general concept

Marina Prieto Afonso Lencastre

Instituto de Investigação, Inovação e Desenvolvimento, Faculty of Human and Social Sciences, University Fernando Pessoa; Rede Compor Mundos, Humanidades, bem-estar e saúde–Fundação Fernando Pessoa

Diogo Guedes Vidal

Rede Compor Mundos, Humanidades, bem-estar e saúde–Fundação Fernando Pessoa; Centre for Functional Ecology—Science for People & the Planet, Associate Laboratory TERRA, Department of Life Sciences, University of Coimbra

Hélder Silva Lopes

Rede Compor Mundos, Humanidades, bem-estar e saúde–Fundação Fernando Pessoa; Lab2PT—Landscape, Heritage and Territory Laboratory/IN2PAST, Department of Geography, Institute of Social Sciences, University of Minho; IdRA—Climatology Group, Department of Geography, University of Barcelona

Maria José Curado

Rede Compor Mundos, Humanidades, bem-estar e saúde–Fundação Fernando Pessoa; Departamento de Geociências, Ambiente e Ordenamento do Território, Faculdade de Ciências, Universidade do Porto; BIOPOLIS–CIBIO: Centro de Investigação em Biodiversidade e Recursos Genéticos, Campus Agrário de Vairão


DOI: https://doi.org/10.54517/esp.v8i3.1869


Keywords: biophilia, adaptation, sensory systems, criticism, ecosocial and regenerative urban planning, urban green spaces

Abstract

This paper pretends to investigate the effectiveness of distance education during the COVID-19 pandemic time. Its objective was to analyze variables that impacted the results of emergency distance education, the challenges that arise for teacher training and comprehensive and inclusive education during and after pandemic periods. It corresponds to a documentary investigation, uses qualitative content analysis, and is framed in a stage of initial results on peer-reviewed academic articles from the Web of Science and websites of institutions relevant to the topic studied. The total sample was 70 articles. The results identify variables mostly studied in the scientific literature that affected distance learning, related to socio-emotional, motivational, self-regulation and executive skills of the students, along with those coming from particular family and social contexts and the organization of schools. It is expected that the conclusions will contribute to educational policy decisions on teacher training and intersectoral actions to face future emergencies that involve school closures and constitute a set of evidence of the main barriers and facilitators of educational work in a period of health emergency available to the educational community, useful for the design of improvements in educational quality for the diversity of students in different scenarios.

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