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.