THE USE OF AUGMENTED REALITY (AR) AND VIRTUAL REALITY (VR) IN INCLUSIVE EDUCATION PEDAGOGICAL POSSIBILITIES AND CHALLENGES

Abstract

This study examines the use of Augmented Reality (AR) and Virtual Reality (VR) as facilitating tools in the inclusive education process, analyzing their pedagogical possibilities and challenges in the Brazilian educational context. The central question investigated was understanding how these immersive technologies can effectively contribute to educational inclusion, considering the opportunities and limitations of their implementation. A systematic literature review methodology was used, with a qualitative approach, including analysis of scientific publications between 2014 and 2024 in recognized academic databases. The results showed that AR and VR, when properly implemented, provide innovative and personalized learning experiences for students with special needs, enhancing their engagement and understanding of content. However, significant obstacles were identified such as: high cost of equipment, lack of trained professionals, and inadequate technological infrastructure in educational institutions. The research highlighted the need for more effective public policies to expand access to these technologies, in addition to investments in continuing education for educators. The final considerations pointed out that, despite the challenges, AR and VR represent transformative resources for inclusive education, requiring a systemic approach involving managers, educators, families, and the entire school community for their effective implementation.