Climate Change (CC) represents for today's society one of the biggest global problems and challenges that drives a high need to intervene from different spaces. In this way, the study aims to analyze perceptions about the impacts of CC in high school students. For this, it is mainly used, the theory of social representations and the dynamics of a dialogue table guided by a route of four moldable questions of positionality, significance, challenge and critical appraisal on a scenario in which the issue to be dealt with is condensed, more definitely, on the global effects and damages caused by CC. The results inscribe that, such replicas established by the different signatory groups of the panel they assume that nothing denies and contrasts that CC turns out to be, finally, one of the worst global problems that nullify all response capacity. If so, the participants pose that, despite this, it has not yet been legitimized the illustrative and necessary learning of the CC inside the classrooms. In that repair, the idea of challenging from the pedagogical space the colossal subject, may not be enough if it is not included or reinforces its transversality throughout the educational process.