Tipos de tempo atmosférico e bioclimatologia humana: aplicações para o ensino fundamental em uma escola rural

Abstract

This study investigated the relationship between meteorological conditions and the teaching-learning process in a rural municipal school in the municipality of Marechal Cândido Rondon, Paraná. The research was based on the premise that atmospheric elements and meteorological variations may influence individuals’ health and wellbeing, affecting their ability to concentrate and their academic performance. Questionnaires were administered to both students and teachers in order to understand how they perceive the relationship between weather conditions and learning. The collected data were tabulated using Microsoft Excel software, and the results were organized into graphs. It was found that most students recognize the impact of weather conditions on health, well-being, and academic life. The results indicate a preference for cloudy days and mild temperatures. High temperatures were associated with restlessness and difficulty concentrating during classes; on the other hand, students perceived low temperatures as contributing to difficulties in content comprehension. The analysis also unanimously showed that high temperatures negatively affect outdoor school activities. Regarding the results obtained from the questionnaires administered to teachers, it became evident that they unanimously recognize the influence of atmospheric conditions on students’ teaching and learning processes. According to these respondents, temperature variations and the proximity of rainfall events affect students’ behavior, causing agitation, restlessness, and even emotional reactions such as fear or distress. In response, teachers adopt flexible and supportive pedagogical practices aimed at maintaining students’ emotional balance. To complement the interview results, the “Weather Poster” methodology was developed, in which the teacher/researcher recorded the daily meteorological conditions and the students’ overall behavior. The results indicate an association between days with lower temperatures and more participatory behavior. Conversely, days with higher temperatures were associated with agitation. These findings highlight the importance of considering the physical and climatic environment in educational institutions.