https://repositorio.ufu.br/handle/123456789/47755 Sun, 13 Sep 2026 16:50:30 GMT 2026-09-13T16:50:30Z https://repositorio.ufu.br/handle/123456789/49674 Title: Educação escolar de pessoa com cegueira: uma proposta inclusiva Mon, 18 Aug 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/49674 2025-08-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/48223 Title: 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. Mon, 18 Aug 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48223 2025-08-18T00:00:00Z https://repositorio.ufu.br/handle/123456789/48116 Title: 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. Mon, 04 Aug 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48116 2025-08-04T00:00:00Z https://repositorio.ufu.br/handle/123456789/48060 Title: 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. Mon, 18 Aug 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48060 2025-08-18T00:00:00Z