Neurociência e urbanismo: estratégias para inspirar comportamentos sustentáveis em crianças e jovens nas cidades inteligentes

Abstract

This dissertation investigated the integration of neuroscience, urban planning, and pedagogical practices as a strategy to promote sustainable behaviors among children and youth in the context of smart cities. A systematic literature review, preceded by bibliometric analysis using databases such as Scopus, Web of Science, PubMed, and SciELO, was conducted following the PRISMA protocol. The research revealed that urban planning based on neurourbanism, incorporating green areas, biophilic design, and accessibility, positively influences emotional well-being and fosters emotional connections with the urban environment. In the educational field, strategies such as mindfulness, ecopedagogy, and interdisciplinary projects—including school gardens, recycling initiatives, and interactive technologies—enhance empathy, environmental awareness, and social engagement.Findings also show that school environments designed with neuroarchitectural principles support cognitive and emotional development. Using the city as an active learning em vironment reinforces students’ sense of belonging and positions them as agents of change. Challenges identified include the lack of articulation among public policies, educational institutions, and urban planning, as well as cultural and institutional barriers. The study also highlights the role of urban technologies (e.g., environmental sensors and IoT) in monitoring sustainable behaviors and improving quality of life. It concludes that integrating neuroscience, education, and urbanism offers a promising pathway toward the development of more humane, resilient, and sustainable smart cities, with children and youth as key players in urban transformation. The study recommends investing in educator and urban planner training, implementing pilot projects, and designing integrated public policies.