2026-03-302026-03-302026-03-05GATINHO, Bianca Maria da Silva. Práticas pedagógicas de professora para a inclusão de crianças com autismo na Educação Infantil. Orientadora: Maria Gorete Rodrigues Cardoso. 2026. 23 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9411. Acesso em: .https://bdm.ufpa.br/handle/prefix/9411This scientific article evaluates the research found on Google Academic between 1988 and 2024, the period in which Brazil established the right to education. It seeks to observe the contributions of Assistive Technology to the learning and inclusion of visually impaired students in Higher Education. This qualitative, bibliographical research, based on the theoretical framework of Pimentel (2013), Vigentim (2014), Souza (2024), Brasil (2015), and Brasil (1996), aims to understand how scientific publications have analyzed the role of Assistive Technology in promoting the learning and inclusion of visually impaired individuals in higher education. The objective is to explore Assistive Technology as a resource to support learning and inclusion for visually impaired students in higher education. The article discusses conceptions of visual impairment from clinical and social perspectives and addresses the theoretical and legal foundations of Assistive Technology in the Brazilian context. This study identifies resources used in higher education, such as screen readers, Braille materials, electronic magnifiers, and accessibility software, analyzing their potential and limitations. The results indicate that Assistive Technology is essential for promoting autonomy, access to information, and academic participation of visually impaired students. However, its effectiveness depends on inclusive pedagogical practices and adequate teacher training. It concludes that Assistive Technology is a central element in strengthening inclusive education in higher education, and it is fundamental to expand institutional and public policies that ensure accessibility and equity in the educational process. It also concludes that despite legal and regulatory advances guaranteeing access and retention of these individuals in universities, pedagogical, technological, and attitudinal challenges persist.Acesso AbertoTecnologia AssistivaDeficiência VisualEnsino SuperiorEducação InclusivaAcessibilidadeAssistive TechnologyVisual ImpairmentHigher EducationInclusive EducationAccessibilityCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil