The need for inclusive education is understood, once the student has access to the content taught, this inclusion takes place from the necessary adaptations to meet the student's needs. Therefore, this article aimed to prepare an inclusive teaching material low-cost, for teaching flat geometric figures aimed at visually impaired students, and that would bring mathematics closer to the student's daily life. Melhodologically this experiment is carried out in two stages: The first stage was the construction of some flat figures on A4 paper and gluing the Açaí kernel on their vertices so that visually impaired students can easily identify them, as well as strings for the sides and the second stage was the application of the material made, for two students from the municipal school of Abaetetuba. The participating students were: A. N. S. J (10 years old, low vision), student enrolled in the municipal school system at Escola Municipal São João Batista, located on the islands of Abaetetuba, attending the 5th year and J. R. D (15 years old, low vision), a student enrolled in the state education system at the Leônidas Monte State School, located in the Abaetetuba district. To analyze whether the result of the application of the material with the students gave positive or negative “fruits”, a questionnaire was applied to each of them. After handling, both stated that the didactic resource presented helped the recognition and understanding of the figures, as well as the ease in detecting the characteristics of the figures with regard to the number of sides and vertices, and also declared that they would like the material to be used by the teacher in the classroom. In view of the results obtained, by analyzing the students' responses through the questionnaires answered by them (attached), it is plausible to ensure that the method was effective, since the students were able to obtain and recognize the necessary characteristics about the content covered.
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