2026-03-032026-03-032026-01-15CONCEIÇÃO, Jhenet Brito da. Experiências formativas no ensino de Termodinâmica na perspectiva inclusiva. Orientadora: Alessandra Nascimento Braga. 2026. 56 f. Trabalho de Curso (Licenciatura em Física) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9263. Acesso em:.https://bdm.ufpa.br/handle/prefix/9263This paper aims to present three scientific productions developed during the author's initial training: a complete paper presented at the XXVI National Symposium on Physics Teaching (SNEF 2025), a book chapter published in the volume *Plural Knowledge: the integrality of health and social challenges*, by Thesis Editora Científica, and an article published in the journal *Caderno Pedagógico* (Qualis A2). The first two productions address the elaboration and application of experimental proposals in Physics, using low-cost materials and inclusive pedagogical strategies, with the objective of guaranteeing access for students with visual and hearing impairments to the content of Thermodynamics. These activities were developed and evaluated within the scope of the Physics Pedagogical Practices II (PPF II) course, of the Physics Licentiate program at the Federal University of Pará (UFPA), Ananindeua Campus. The third production consists of an experience report from a Thermodynamics workshop held during the Science on the Island 2024 event, with 7th-grade students from the Donatila Santana Lopes Municipal School, located on Mosqueiro Island (PA), focusing on understanding the phenomena of thermal conduction and expansion. It is based on the premise that the articulation between accessible materials and the Problem-Based Learning (PBL) methodology, grounded in the Theory of Meaningful Learning (TML), constitutes an effective didactic strategy for teaching Physics. In all three works, two central experiments were developed: the comparison of heat conduction in different materials and the construction of a homemade thermometer. The results indicate that simple adaptations, such as tactile markings, Braille labels, guided exploration, and dialogic mediation, broaden access to scientific knowledge in contexts marked by a scarcity of experimental resources. It is concluded that accessible experimental practices contribute significantly to promoting more inclusive, contextualized, and equitable physics classes, as well as strengthening the training of teachers committed to the democratization of science education.Acesso AbertoTermodinâmicaEducação InclusivaMateriais de baixo CustoThermodynamicsInclusive EducationLow-cost naterialsCNPQ::CIENCIAS EXATAS E DA TERRA::FISICA::FISICA GERALTrabalho de Curso - Graduação - MonografiaAttribution-NoDerivs 3.0 Brazil