Universal Design for Learning in teaching of Mathematics: theoretical and practical aspects in the education of students with visual impairments

This work has as objective to discuss and reflect on the principles of Universal Design for Learning and the development of inclusive practices, considering the presence of students with visual impairments in Mathematics classes. It is a qualitative research, inspired by the principles of action research, in which activities, strategies, and pedagogical resources that enable engagement, different means of representation and expression will be presented and discussed, aiming to provide accessibility to students. As results, the replacement of the verb “to adapt” by the expression “to make accessible” is proposed, highlighting the importance of offering students varied means of access to content and the need to conduct collective discussions on global themes, so that everyone can participate in the proposed activities. Thus, it is expected to advance towards more inclusive teaching practices, which enable the right to learning, emphasizing the need to (re)think and encourage students’ protagonism in mathematics classes.