AUDIOBOOKS FOR THE INTEGRATION OF STUDENTS WITH VISUAL IMPAIRMENTS INTO BRAZILIAN LITERATURE

Abstract

This study investigated the impact of audiobooks on the integration of students with visual impairments into Brazilian literature. The exploratory qualitative research involved interviews with teachers and students, classroom observations, and analysis of pedagogical records. Results indicate that audiobooks promote autonomy, engagement, cognitive development, and social participation, enabling equitable access to literary works and strengthening school inclusion. Additionally, audio resources stimulated imagination, creativity, and collaborative interaction between typical and atypical students. It is concluded that audiobooks are effective pedagogical tools for promoting inclusion and should be strategically incorporated into Brazilian literature teaching practices.