DSpace Collection:https://repositorio.ufu.br/handle/123456789/477552026-09-23T08:43:14Z2026-09-23T08:43:14ZEducação escolar de pessoa com cegueira: uma proposta inclusivahttps://repositorio.ufu.br/handle/123456789/496742026-08-20T06:23:53Z2025-08-18T00:00:00ZTitle: Educação escolar de pessoa com cegueira: uma proposta inclusiva2025-08-18T00:00:00ZEducação escolar de pessoa com cegueira: uma proposta inclusivahttps://repositorio.ufu.br/handle/123456789/482232026-02-10T06:30:15Z2025-08-18T00:00:00ZTitle: Educação escolar de pessoa com cegueira: uma proposta inclusiva
Abstract: This study presents an experience report carried out in a public school in
Uberlândia, Minas Gerais, Brazil, in 2025, focusing on the schooling process of
a student with blindness, and discussing the contributions and challenges of
inclusive education in mainstream classrooms. The research adopts a qualitative
and exploratory approach, based on bibliographic and documentary analysis,
classroom observations, and a semi-structured interview with the student’s
family, grounded on critical perspectives of special education.The results indicate
that ongoing collaboration between regular classroom teachers and professionals
of Specialized Educational Support (AEE) is essential to ensure curricular
access, autonomy, and student participation. The use of tactile materials and
multisensory strategies significantly supported the student’s cognitive,
communicative, and socio-affective development, strengthening peer
relationships and fostering cooperation and empathy in the school environment.
The study concludes that the inclusion of students with visual impairment, , and
multiple disabilities demands intentional pedagogical practices, accessible
resources, specialized mediation, and an ethical-political commitment to the right
to education for all. Despite existing structural and training challenges, the
experience demonstrates that the inclusive school plays a key role in
democratizing knowledge and building dignified educational trajectories.2025-08-18T00:00:00ZSequência didática para alfabetização de crianças com baixa visão e surdas a partir de atividades lúdicas e manuaishttps://repositorio.ufu.br/handle/123456789/481162026-01-30T06:32:59Z2025-08-04T00:00:00ZTitle: Sequência didática para alfabetização de crianças com baixa visão e surdas a partir de atividades lúdicas e manuais
Abstract: This article aims to present the results of a pedagogical intervention carried out with children
with sensory impairments (low vision and deafness) during the literacy process. The proposal
consisted of implementing a teaching sequence with 10 activities for each student, considering
their sensory and cognitive conditions. Inclusive methodologies and manual, visual, and tactile
resources were used as support tools in the literacy process. The results highlight the importance
of accessible communication, adapted pedagogical mediation, and playfulness in the
development of reading and writing skills. The diagnostic and formative assessment
demonstrated significant progress in the students' motor, linguistic, and attitudinal aspects. It is
concluded that the teaching sequence can be an important resource for inclusion and learning.2025-08-04T00:00:00ZDesenvolvimento de uma abordagem gamificada na alfabetização matemática de estudantes com deficiência visual na educação básicahttps://repositorio.ufu.br/handle/123456789/480602026-01-22T06:25:21Z2025-08-18T00:00:00ZTitle: Desenvolvimento de uma abordagem gamificada na alfabetização matemática de estudantes com deficiência visual na educação básica
Abstract: This work investigates the contributions of gamification to the process of mathematical
literacy for students with low vision, focusing on the case study of a 7th-grade student
diagnosed with associated tetraparesis. This qualitative, descriptive case study was conducted
through the analysis of supervised internship observations, the Individualized Development
Plan (IDP), and the evaluation of accessible digital resources. Due to the participant’s irregular
school attendance, the intervention was carried out in a simulated format, grounded in real data
and a technical analysis of educational games. Three resources were examined: Math Melodies,
the Multiplication Game (Scratch platform), and GeoGebra software, considering accessibility
criteria, pedagogical applicability, and engagement potential. Results indicate that the planned
integration of gamified resources into both Specialized Educational Services (SES) and regular
classrooms fosters motivation, participation, and the development of mathematical skills,
especially when combined with visual adjustments, auditory resources, tactile interfaces, and
assistive technologies. Math Melodies stood out for its native accessibility for low vision and
blindness; the Multiplication Game, although browser-accessible, requires significant
adaptations; and GeoGebra demonstrated potential both as a teaching tool and as a digital
accessibility resource. It is concluded that gamification, when applied intentionally—even in a
simulated setting—and mediated by trained professionals, constitutes an effective inclusive
strategy to enhance autonomy, promote inclusion, and contribute to educational equity in
inclusive mathematics teaching.2025-08-18T00:00:00Z