PERCEPTION OF THERMAL COMFORT AS A MODERATING VARIABLE OF ENGAGEMENT IN PHYSICAL EDUCATION CLASSES IN SCHOOLS OF MATO GROSSO

This study aims to analyze how the perception of thermal comfort functions as a moderating variable in students’ participation in physical activities carried out in the school environment of Mato Grosso, a context marked by high temperatures and microclimatic conditions that affect pedagogical dynamics. To this end, an integrative literature review was conducted, encompassing national and international research on thermal comfort in educational spaces, urban microclimates, and school practices in tropical climate regions. The reviewed studies reveal that institutions located in Cuiabá and its metropolitan area frequently face situations of intense heat, which reduce students’ attendance and permanence. Elements such as class schedules, the presence of trees, natural ventilation, and the provision of shaded areas proved decisive in mitigating thermal discomfort. It was also found that green interventions and passive cooling strategies contribute to more suitable environments and promote greater student engagement. The analysis indicates that the perception of thermal comfort alters the intensity of the relationship between the applied methodology and student participation. In scenarios of elevated heat, adherence decreases, whereas under milder conditions the same pedagogical approach results in more consistent involvement. These findings highlight the need for educational policies that incorporate climatic dimensions into school infrastructure planning and the design of teaching practices. By gathering and systematizing evidence, the study contributes to advancing the discussion on the interaction between environmental variables and educational processes, providing insights for further research and for pedagogical management in regions exposed to high thermal loads.