The work aims at undestanding the professors? didactic-pedagogical strategies and
practices, in teaching of architectural drawing, for the inclusion of blind students in the
Agronomy Bachelor?s Degree Course. The main question of the study refers to which
didactic-pedagogical interventions the teacher should promote in the classroom aiming at the
inclusion blind students in higher education. The paper approaches the reflections and the
strategies to mediate the teaching of architectural drawing, also making possible its
comprehension by the blind student, based on the learning situations, directed and organized
by the teacher. This experience implied teacher reflection-action on their practice and the
adoption of other strategies, materials and didactic-pedagogical resources adapted to the
conditions required for teaching of blind students. The subsidies to substantiate the teaching
practices and to deepen the understanding about the subject were obtained through dialogue
with other teachers, seeking to know similar experiences; the provision of teacher training
courses; the research to bibliographic sources and the consultation with specialized
institutions. The success of the experience, resulting in student learning, is related to the
dedication of the teacher to adapt the didactic-pedagogical materials and the tests, to being
attentive and listening to the needs of the blind student, and also to develop practical
activities outside the classroom, opportunizing them extraclass, in the Laboratory of Graphic
Expression. This enabled making a good progress of the support activities carried out by
monitoring. It can be concluded that only a set of strategies opens possibilities to overcome
the difficulties of the teacher to face this issue. The achievement of inclusion in education
points to teaching conditions that enable the fulfillment of learning demands, that may favor
all students, including the blind student. The achievement of inclusion in education points to
teaching conditions that enable the fulfillment of learning demands, which favor all students,
including the blind student.O trabalho objetiva compreender as pr?ticas e estrat?gias did?tico-pedag?gicas
docentes, no ensino de Desenho Arquitet?nico, para inclus?o de alunos com defici?ncia
visual no Curso de Bacharelado em Agronomia. A quest?o principal do estudo refere-se a
quais interven??es o professor deve promover na sala de aula objetivando a inclus?o desse
aluno na universidade. O artigo aborda as reflex?es e estrat?gias para mediar o ensino dos
conte?dos, tamb?m viabilizando sua compreens?o pelo aluno cego, a partir das situa??es de
aprendizagem, dirigidas e organizadas pelo professor. Essa experi?ncia implicou a reflex?oa??o
docente sobre suas pr?ticas e a ado??o de outras estrat?gias, materiais e recursos
did?tico-pedag?gicos adaptados ?s condi??es exigidas para o ensino ao aluno cego. Os
subs?dios para fundamentar as pr?ticas docentes e aprofundar o entendimento sobre o
assunto foram obtidos mediante o di?logo com os pares, buscando conhecer experi?ncias
similares; a realiza??o de cursos de capacita??o docente; a consulta a fontes bibliogr?ficas e
a institui??es especializadas. O ?xito da experi?ncia est? relacionado ? forma de atua??o
docente, buscando adaptar os materiais did?tico-pedag?gicos e as avalia??es, estar atento ?s
necessidades do aluno cego e desenvolver atividades extraclasse, no Laborat?rio de
Express?o Gr?fica. Isso possibilitou um bom andamento das atividades de apoio realizadas
pela monitoria. Conclui-se que somente um conjunto de estrat?gias abre possibilidades ?
supera??o das dificuldades do professor para o enfrentamento dessa realidade. A efetividade
da inclus?o na educa??o aponta para condi??es de ensino que possibilitem atender a
demandas de aprendizagem que venham a favorecer a todos alunos, incluindo o aluno cego
