Processo de inclusão do aluno com deficiência visual no ambiente escolar: olhares pedagógicos em uma escola de Educação Básica de Uberlândia-MG

Abstract

This study investigated the teaching-learning process of a student with low vision in a regular school, analyzing the challenges faced and the pedagogical practices adopted to promote inclusion. The objective was to understand how educational strategies contribute to the student's accessibility and to identify existing limitations in the school environment. The methodology adopted was qualitative, through a case study that involved participant observation and document analysis. The results showed that, despite some adaptations, the student's inclusion occurs in a fragmented manner, with limitations in access to adapted materials, reduced use of assistive technologies, and a lack of teacher training to address the student's specific needs. The discrepancy between the requirements of inclusive legislation and actual pedagogical practices was evident, resulting in difficulties in the student's active participation in school activities. Based on these findings, the study proposed measures to improve inclusion, such as implementing audio description, using tactile materials, expanding access to assistive technologies, and providing continuous teacher training. It is concluded that the inclusion of students with low vision still faces structural and methodological challenges, making a continuous action plan essential to transform pedagogical practice and ensure truly accessible education.