O ambiente construído e a prática de atividade física nos deslocamentos diários entre escolares: uma abordagem multidisciplinar

Abstract

Active commuting to school is a convenient way to incorporate physical activity into the daily routine of children and adolescents, providing health and environmental benefits. This dissertation, composed of three original studies, evaluates the relationships between sociodemographic variables, perceptions of the built environment, commuting modes, and physical activity levels among students. The MOTIVE project analyzes data from 3,445 students from municipal schools in Volta Redonda, RJ, using structured questionnaires, anthropometric measurements, and geoprocessing analyses. The first study investigates the determinants of active commuting among 2,875 adolescents and identifies home-to-school distance as the main associated factor, finding that students living less than 1.25 km from school are approximately 12 times [OR 11.7 (95% CI 8.7–15.8)] more likely to walk actively to school. Sociodemographic factors such as age, race, absence of a car, lower backpack weight, physical activity, and safety along the route favor active commuting. The second study analyzes commuting modes, physical activity habits, and perceptions of the built environment along the route and in the school neighborhood among 563 students, considering sex, race, and maternal education. Black and mixed-race girls whose mothers have low education levels walk more frequently (>3x/week) to school (52%) compared to white boys whose mothers have higher education, yet only 27% of these girls meet physical activity recommendations. Furthermore, compared to male students, female, Black, and mixed-race students, regardless of maternal education, report worse self-rated health (p < 0.001). The third study compares sociodemographic characteristics and commuting modes between students in rural and urban school contexts. Although total physical activity levels are similar (p = 0.23), a higher percentage of rural students walk ≥3x/week to school (69.2% vs. 19.4%, p < 0.001), a result associated with shorter home-to-school distances (p < 0.001) and lower access to public transportation (p < 0.001). While urban students perceive more logistical and environmental barriers to active commuting, rural students report greater social support and favorable behavioral intentions. Although active commuting can promote physical activity among students, sociodemographic factors such as sex, race, and maternal education, as well as built environment characteristics, particularly in urban settings, moderate these associations. Public policies should prioritize social equity and improvements in urban infrastructure to encourage safe, accessible, and socially just active commuting