LEARNING FOR ALL THE SENSES: PEDAGOGICAL STRATEGIES THAT RESPECT DIFFERENT WAYS OF PERCEIVING AND LEARNING

Abstract

This article aimed to analyze the contribution of multisensory pedagogical strategies to the organization of formal education from an inclusive perspective, with emphasis on the schooling of students with Autism Spectrum Disorder and on the adaptation of curricular content to different forms of perception. The study addressed multisensory learning as an organizing principle of teaching practice, articulating neuropsychological and historical-cultural foundations with the application of structured resources, manipulable materials, and experimental activities. The research was characterized as bibliographic, with a qualitative and exploratory approach, conducted through a systematized survey in the CAPES Periódicos database, using combined descriptors and inclusion criteria related to thematic relevance, time frame, and methodological rigor. The analysis of the selected references made it possible to identify that the intentional organization of multiple perceptual channels favored participation, pedagogical mediation, and access to knowledge, although methodological limitations persisted, such as small samples and the absence of longitudinal studies. It was concluded that multisensory learning functioned as a structuring principle of inclusive didactic planning, requiring qualified teacher education and the expansion of national scientific production to strengthen empirical evidence.