Ensino de desenho técnico a estudante com deficiência visual

This study presents the development and application of a tactile didactic-pedagogical tool aimed at teaching technical drawing to a student with visual impairment. The research was conducted within the context of a foundational Engineering course at a higher education institution, with the objective of providing learning and assessment experiences aligned with the principles of competency-based education. The methodology involved coordination between instructors and the psycho-pedagogical support team to mediate practical activities, supported by a tool developed based on studies in tactile perception, spatial visualization, and graphical representation. The results indicated that the tool enabled the student to autonomously develop the skills to read, interpret, and execute standardized graphical representations. The study highlights the potential of the proposed solution to enhance inclusive practices in technical education and to contribute to the broader discussion on inclusion and equity in higher education.