The present study focuses on a Case Study based on the experience of a student with visual impairment (DV) of a public school located in the city of Abaetetuba, Pará. This study aims to understand how the process of inclusion of the student's learning in their relation with the didactic-pedagogical practices of the classroom. Methodologically, the research is qualitative, relying on theoretical assumptions that discuss inclusive education, such as Mantoan, Aranha, among others, and of theorists who deal with the learning process, including Vygotsky. For the work of data collection the following technical procedures were used: Observation and semi-structured interviews. The results of the research indicate that the access to the learning of the Deficient Visual (DV) makes more sense and meaning for her when the activities are available in a playful way. With this, we verified through their reactions that the playful is fundamental in the process of learning people with DV.
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