This dicertation presents a case study developed in the context of the photography course for people with visual impairment offered by the São Gonçalo Support Center for the Visually Impaired (CADEVISG). The project investigates the use of photography as a tool for affective storytelling and memory construction in inclusive education contexts. The methodology consists of the chronological organization of photographic records produced throughout the authors' personal trajectory, forming a visual narrative that documents significant moments in their lives together. The images are analyzed from the perspective of affective photography and visual narrative. The study also discusses the role of inclusive education in access to visual arts and in promoting the cultural participation of people with visual impairments.