Disabilities and Physical Education: the school context in focus

Abstract

This research problematizes the meanings attributed by the produc-tion of knowledge about disabilities and School Physical Education in 14 journals, between the period of 1979 and 2019. This is an investigation with a quantitative-qualitative approach, which is based on the correlation of bibliographic and documentary sources. In the broad context, 325 publica-tions were identified, of which 113 focus on the school context and establish interfaces between Deafness and Physical, Visual and Intellectual Dis-abilities, in addition to a strong aspect of discussion about disability in the general sense, in which the themes of teacher formation and inclusion are exalted. It is concluded, even if such themes are glimpsed, it is important to encourage further investigations involving them.