2025-09-022025-09-022025-08-09MELO, Rafaela de Sousa; VELOSO, Raony Mendes. Educação matemática inclusiva e deficiência visual: da produção científica às práticas pedagógicas acessíveis. Orientador: Reinaldo Feio Lima. 2025. 64 f. Trabalho de Curso (Licenciatura em Matemática) – Faculdade de Ciências Exatas e Tecnologia, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Tomé-Açu, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8512. Acesso em:.https://bdm.ufpa.br/handle/prefix/8512This undergraduate thesis brings together three academic productions focused on Inclusive Mathematics Education for students with visual impairments, especially those with low vision. The first article presents a systematic review of academic publications from 2019 to 2024 in the proceedings of ENEM, SIPEM, and CIBEM, identifying pedagogical methodologies, accessible materials, and persistent challenges in teacher training and public policies for inclusion. The second article, published as a book chapter, analyzes the contributions of the National Meetings on Inclusive Mathematics Education (ENEMI), revealing a lack of proposals that effectively connect theory and practice, although successful experiences using concrete materials and assistive technologies are reported. The third article, unpublished and to be submitted, reports on a didactic experience carried out in the municipality of Tomé-Açu/PA, using the tactile fraction ruler as a pedagogical tool for teaching fractions to students with low vision. The results showed that the use of this tactile tool enhanced conceptual understanding, promoted student engagement, and supported greater autonomy. The transversal analysis of the three texts highlights the importance of adapted teaching resources, ongoing teacher training, and inclusive methodologies as key elements for ensuring equity in Mathematics education. It is concluded that the strengthening of inclusive educational policies, combined with the development and use of accessible materials and the appreciation of teaching experiences, represents a promising path toward effective inclusion in Mathematics teaching. Therefore, this work contributes not only a critical overview of academic production in the field but also practical proposals for a more equitable and accessible education.Acesso AbertoEducação matemática inclusivaDeficiência visualBaixa visãoTecnologias assistivasInclusive mathematics educationVisual impairmentLow visionAssistive technologiesAccessible teaching resourcesCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICATrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil