2026-05-052026-05-052026-02-23PINHEIRO, João Marcos Assunção. Aprendizagem colaborativa e inclusão no Ensino Superior: a tutoria por pares como estratégia de ensino no curso de Geografia do IFPA/Campus Bragança. Orientador: Joselito Santiago de Lima. 2026. 27 f. Trabalho de Conclusão de Curso (Especialização em Ensino de Geografia) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9527. Acesso em:.https://bdm.ufpa.br/handle/prefix/9527This article analyzes Peer Tutoring as a collaborative learning strategy from the perspective of Inclusive Special Education in the Geography undergraduate course at IFPA/Campus Bragança. The research stems from the challenge of the retention and participation of students who are the target audience of special education in higher education, considering that, even with access policies, pedagogical, communicational, and attitudinal barriers still persist. Methodologically, this is a qualitative study, developed with the application of semi-structured questionnaires and continuous observations, involving eight participants, four of whom were tutees with different conditions (deafness, physical disability, schizophrenia, and anxiety disorder) and four fellow tutors from the same class. The tutors received initial training and support through a pedagogical guide, seeking to guide their duties and strengthen the mediation of the tutoring process. The results show that tutoring contributed to academic progress, strengthening interpersonal relationships, and greater participation of tutees in activities, in addition to promoting the socio-emotional and academic development of the tutors. However, limitations were identified related to the time available, the continuity of monitoring, and the need for more specific training, especially in the field of Libras (Brazilian Sign Language) and accessibility strategies. It is concluded that peer tutoring is a promising practice for inclusion in higher education, and can be expanded and strengthened with greater involvement of the teacher in conducting the process, forming a triad between tutor, tutee, and teacher.Acesso AbertoTutoria por paresEducação InclusivaEnsino de GeografiaPeer tutoringInclusive educationGeography teachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOTrabalho de Conclusão de Curso - Especialização - Artigo