Thermal Discomfort and the Precarization of Teaching Work in Municipal Schools of Eastern Manaus, Brazil

Abstract

Thermal comfort is a fundamental condition for human well-being, work performance, and health, particularly in educational environments located in regions exposed to persistent heat and high humidity. In equatorial cities such as Manaus, inadequate thermal conditions in public schools may contribute to the precarization of teaching work and to adverse health outcomes among education professionals. This study aimed to analyze the influence of thermal discomfort on teaching activities, health, and well-being of teachers in municipal schools located in the East Zone of Manaus, Amazonas, Brazil. The research combined long-term climatic data on air temperature and relative humidity (1992–2023), field measurements conducted in classrooms and outdoor teaching areas during October and November 2024, and semi-structured interviews with teachers. Thermal conditions were assessed using the Thom and Bosen Discomfort Index (DI), while qualitative data were analyzed through thematic content analysis. The results revealed recurrent and elevated levels of thermal discomfort in Manaus, particularly between July and November, with field measurements indicating DI values ranging from 25.7 °C to 30.6 °C. The highest discomfort levels were recorded during the afternoon period, affecting both indoor and outdoor school environments. Teachers reported negative impacts on health and work performance, including fatigue, headaches, respiratory discomfort, and reduced capacity to carry out teaching activities, especially among Physical Education teachers exposed to direct solar radiation. The study concludes that thermal discomfort constitutes a structural factor in the precarization of teaching work in public schools in Manaus. Addressing this issue requires integrated public policies focused on school infrastructure, preventive maintenance, climate-sensitive architectural design, and recognition of thermal comfort as an essential dimension of educational quality and occupational health.