THERMAL DISCOMFORT IN “CLASSROOM SAUNAS” AND THE TEACHING-LEARNING PROCESS: A REFLECTION ON THE THEMATIC GEOGRAPHY CLASSROOM LOCATED IN A PUBLIC SCHOOL IN THE STATE OF RORAIMA

Abstract

This article sought to discuss the relationship between thermal discomfort and the teaching-learning process, based on a reflection promoted in the reality of a school in the state network of Roraima. The work evaluates, based on microclimatic data systematized by the use of thermo-hygrometers to define the degree of thermal comfort in the environment of the Geography themed classroom, through data on temperature and relative humidity of the air recorded between September 6th and 9th, 2024. The technical-scientific work of systematizing microclimatic data encourages us to relate such quantitative data to the process of subjectivation of learning through students' reports about the perception and sensation of the learning space. The work evaluates, based on data, reports and literature reviews, how thermal discomfort is detrimental to the teaching-learning process due to the influences that thermal variations exert on the subjects' bodies. The current themed room of the school unit was found to be outside the thermal comfort standards stipulated by Regulatory Standard 17, in addition to compromising the teaching-learning process, it puts the health of students and teaching professionals at risk.