In basic education in Brazil, there is often confusion concerning the relationship between the greenhouse effect and global warming. The present work evaluates the status of research on this issue. A systematic literature review (SLR) was undertaken, considering studies published between 2013 and 2024, obtained using the databases CAPES Journal Portal, Google Scholar, and SciELO. The review investigated four main areas: the origin and geographical distribution of the research, the teaching strategies employed, the most common misconceptions among students, and the pedagogical contributions of the approaches described in the studies. The analysis revealed a significant increase in publications on the subject, driven by global events and the implementation of public educational policies. The strategies most frequently employed included investigative activities and the socioscientific issues approach, with an emphasis on promoting a critical understanding of climate phenomena. However, misconceptions persist, particularly related to the inability to differentiate between the natural greenhouse effect and global warming intensified by human actions. The results highlighted the need to improve pedagogical practices and revise teaching materials, to deliver education that goes beyond rote learning and can encourage critical thinking and informed decision-making. It could be concluded that integrating science, society, and politics into teaching is essential in preparing students to face the challenges arising from contemporary climate change.