Inclusão de Alunos com Baixa Visão no Ensino de Geometria Espacial, Por Meio da Realidade Aumentada

In this work, we analyzed how Augmented Reality (AR), through the educational program Sólidos RA, can function as an Assistive Technology to promote the inclusion of students with low vision in learning spatial geometry. The study, classified as action research, was conducted in ten public educational institutions in Fortaleza-CE and at the Hélio Góes Institute, involving 39 students with subnormal vision. The application enabled students to observe and understand complex geometric concepts, such as planifications and characteristics of solids, in an engaging and interactive manner. The findings indicated that the use of the software helps overcome educational barriers, fostering inclusion and promoting equality in the learning process. Furthermore, the research highlights the importance of training teachers to incorporate innovative technologies into their pedagogical practices, expanding the possibilities for inclusive and accessible education. Finally, it is concluded that AR is a powerful tool in the educational context, reaffirming its transformative role in building more equitable and inclusive environments.