The aim of this research was to develop a card game aimed at higher education students, which
would help to reduce attitudinal barriers and contribute to the inclusion of people with
disabilities (PwD) at this level of education. It was carried out using a qualitative approach,
which guided the exploratory and field research. The theoretical basis was provided by studies
involving Inclusive Education, such as Oliveira, I. (2002, 2017); Lima, S. (2017); Gamification
and Games such as Kapp (2012); Gomes (2015, 2019) and Busarello (2016), in addition to
documents from international conventions and Brazilian legislation regarding guidelines and
orientations on the teaching of PwD, such as the Salamanca Declaration and the Brazilian Law
for the Inclusion of People with Disabilities Law No. 13.146/15, respectively. The field research
unfolded from internships and experiences at the Dentistry Course at the Federal University of
Pará (UFPA) and at the institution's Accessibility Coordination Office (CoAcess), with
monitoring in each of the five divisions that provide support for students with disabilities. The
active methodology called Gamification was used to develop the product. The product
validation process was supported by a semi-structured questionnaire answered by course
students and a panel of experts via Google Forms. The results from the students' point of view
indicate that the game meets the proposed objectives and arouses interest in the subject, while
the experts believe that the product can generate curiosity about the subject and contribute to
reflection and a change in attitude. Thus, it is understood that even though the final version of
the game is presented, it is not limited to a single version, situation or form of gameplay, but
provides and invites the challenge of different practices in the teaching context to which it is
directed.
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