ACTIVE METHODOLOGIES IN THE INCLUSION PROCESS: FOCUSING ON CHALLENGES AND POTENTIALITIES FOR STUDENTS WITH VISUAL IMPAIRMENTS IN HIGHER EDUCATION

Abstract

The educational inclusion of people with disabilities has established itself over recent decades as one of the major challenges and achievements of Brazilian public policy. In this context, active learning methodologies are gaining ground as strategies capable of fostering participatory and meaningful learning, while promoting student autonomy and agency. Drawing on a theoretical review of works by Freire (1996), Moran (2018), Mantoan (2015), Vygotsky (2001), and Kenski (2012), this study seeks to understand how these pedagogical practices can facilitate meaningful, equitable learning centered on student agency. The study posits that active learning methodologies—by fostering dialogue, autonomy, and peer interaction—serve as effective strategies for increasing the participation of visually impaired students, provided they are accompanied by accessibility resources and appropriate teacher training. The results of the literature review indicate that structural and pedagogical challenges persist in universities, yet they also highlight the potential of an innovative and inclusive approach. The study concludes that active learning methodologies, when combined with inclusion and accessibility, represent a promising path toward establishing a democratic and humanizing higher education system.