USE OF VISUAL RESOURCES IN TEACHING STUDENTS

Abstract

The integration of visual resources in contemporary teaching proves essential for fostering conceptual understanding among diverse students, particularly in contexts where sensory diversity demands innovative pedagogical adaptations. The general objective lies in examining how these resources, from diagrams to virtual simulations, influence the learning process, while the specific ones aim to map theoretical contributions, analyze impacts in various disciplines, and propose paths for inclusion. The content synthesis highlights that, although such tools expand engagement, tensions related to accessibility persist, as pointed out by Coqueiro et al. (2025), who explore interactive platforms in mathematics, and Santos and Narciso (2024), who emphasize simulations in technical areas. Bibliographic research, according to Bardin's (2016) guidelines, allows a qualitative analysis of selected contents, while Creswell (2014) supports the triangulation of methods to validate interpretations. Thus, the investigative journey reinforces the need for pedagogical practices that balance visual innovation with equity, promoting educational environments where all students achieve full potential, even though challenges remain in teacher training for their effective implementation.