HOW DO WE SEE WHEN THE LIGHT IS NOT “ENOUGH”? MENTAL REPRESENTATIONS OF PRE-SERVICE PRESCHOOL TEACHERS

In this article we present a research treating with the study of pre-service preschool teachers' mental representations on the mechanism of vision in environments with little to no light. After introducing three separate situations within the framework of an individual, semi-structured interview, we concluded that the main mechanism associated with difficulty or absence of vision is, generally, either dim lighting, or the lack of a light source. Furthermore, certain centrations based on experience were designated, such as vision in limited distance, the autonomy of darkness, or vision through “familiarization” with darkness.