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Relatamos aqui resultados parciais de um estudo que analisou o desempenho de futuros professores quando, durante o desenvolvimento de uma disciplina de Prática de Ensino de Física, foram solicitados a planejar, elaborar e ministrar, em situações reais de sala de aula, tópicos de ensino de termologia a uma turma de estudantes, dentre os quais se incluíam alunos com deficiência visual. Os dados coletados mostram que as principais dificuldades apresentadas pelos futuros professores referem-se à abordagem do conhecer fenômenos físicos como dependente do ver. Por outro lado, como alternativas, os futuros professores mostraram criatividade em superar atitudes passivas relativas à problemática educacional considerada e a elaboração de estratégias metodológicas destituídas da relação conhecer/ver.The present article reports partial outcomes of a study that aimed to verify future High School teachers' performance. A group of undergraduates were taking a course called Teaching Practice where they were required to plan, elaborate and teach, in classroom settings, topics relating to thermology to a class which included students with visual impairments. Data that was collected showed that, on the one hand, the main difficulties presented by future Physics High School teachers were related to the approach to understanding phenomena in physics in a visually dependent way. on the other hand, these future teachers demonstrated creativity in overcoming passive attitudes relative to this educational problem and were able to develop methodological strategies unhindered by the knowing/seeing relation

revista brasileira de educação especial

Ensino de conceitos físicos de termologia para alunos com deficiência visual: dificuldades e alternativas encontradas por licenciandos para o planejamento de atividades