Understanding climate has always been fundamental for humanity, for countless
reasons. In the context of elementary education, its study is necessary for the
development of children and young people, as part of their learning to read and
intervene in the world. This research proposes to analyze the perspective of
Geography teachers from the 2nd cycle of elementary school (6th to 9th year) in
state schools in the city of Porto Nacional - TO, on the objects of knowledge
related to climate in the Geography discipline. The research was carried out with
10 teachers from the Porto Nacional state network, through interviews, seeking
to identify the challenges of teaching, the perspectives on the approach to climate
and its relationship with the teaching of Geography. Therefore, the work is based
on qualitative research, addressing subjective aspects based on teaching
experience. The interviews revealed that, despite the various difficulties faced,
such as the lack of adequate infrastructure, technological tools and overcrowded
classrooms, the main obstacle reported by teachers is the overload of subjects
beyond their training. This overload prevents them from dedicating themselves
exclusively to their area of knowledge and improving the teaching of certain
content, especially those related to climate. Therefore, it is necessary to rethink
the redistribution of teachers' workload and provide continued training, as a way
to face these challenges. Without these measures, teachers may opt for
superficial approaches to the topic, among other things, due to difficulties in
delving deeper and preparing for classes.
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