<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062023000100128</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v33.n.66.s17002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Autoaceitação e educação física escolar: narrativas de adolescentes com deficiência visual]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-acceptance and school physical education: narratives of adolescents with visual disabilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Autoaceptación y educación física escolar: narrativas de adolescentes con discapacidad visual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dantas]]></surname>
<given-names><![CDATA[Marcela da Silva Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintanilha]]></surname>
<given-names><![CDATA[Augusta Karla Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[Fabiane Frota da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Seropédica Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Seropédica Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>33</volume>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062023000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062023000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062023000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo objetivou investigar percepções acerca das atitudes relacionadas com a autoaceitação de adolescentes com deficiência visual, com atenção especial ao contexto das aulas de Educação Física escolar. Participaram deste estudo 16 adolescentes com deficiência visual, de ambos os sexos, com idade média de 17,31 anos (desvio padrão [DP] = 2,06). Os participantes foram selecionados de escolas do Rio de Janeiro, Ceará, Paraná, São Paulo, Santa Catarina e Paraíba. A coleta de dados foi realizada com entrevista semiestruturada on-line e as entrevistas, gravadas, transcritas e analisadas com a técnica de análise de conteúdo. Três categorias emergiram e foram discutidas: (1) autoaceitação &#8211; identificou-se que a aceitação da deficiência é um aspecto importante relacionado com o constructo; (2) ambiente escolar e autoaceitação &#8211; evidenciaram-se situações de bullying, que, em sua maioria, relacionam-se com a deficiência visual; (3) Educação Física escolar e autoaceitação &#8211; a autoaceitação não é uma atitude comumente abordada nas aulas. A abordagem da autoaceitação no ambiente escolar, especialmente nas aulas de Educação Física, é essencial visando ao desenvolvimento integrado da identidade corporal de adolescentes com deficiência visual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to investigate perceptions about attitudes related to self-acceptance of adolescents with visual impairment, with special attention to the context of Physical Education classes. Sixteen adolescents with visual impairment, of both genders, with a mean age of 17.31 years (standard deviation [SD] = 2.06) participated in this research. Participants were selected from schools in Rio de Janeiro, Ceará, Paraná, São Paulo, Santa Catarina and Paraíba. Data collection was performed with semi-structured online interviews. The interviews were recorded, transcribed and analyzed using the content analysis technique. Three categories emerged and were discussed: (1) self-acceptance it was identified that the acceptance of disability is an important aspect related to the construct; (2) school environment and self-acceptance &#8211; situations such as bullying were evidenced, which are related to visual impairment; (3) school Physical Education and self-acceptance &#8211; self-acceptance is not an attitude commonly addressed in classes. The approach to self-acceptance in the school environment, especially in Physical Education classes, is essential for the integrated development of the body identity of visually impaired adolescents.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo investigar las percepciones sobre las actitudes relacionadas con la autoaceptación de adolescentes con discapacidad visual, con especial atención al contexto de las clases de Educación Física escolar. Participaron en este estudio 16 adolescentes con discapacidad visual, de ambos sexos, con edad media de 17,31 años (desviación estándar [DE] = 2,06). Los participantes fueron seleccionados de escuelas de Río de Janeiro, Ceará, Paraná, São Paulo, Santa Catarina y Paraíba. La recolección de datos se llevó a cabo con una entrevista en línea semiestructurada, y las entrevistas, grabadas, transcritas y analizadas mediante la técnica de análisis de contenido. Emergieron y fueron discutidas tres categorías: (1) autoaceptación &#8211; se identificó que la aceptación de la discapacidad es un aspecto importante relacionado con el constructo; (2) ambiente escolar y autoaceptación &#8211; se evidenciaron situaciones como bullying, que se relacionan con la discapacidad visual; (3) Educación Física escolar y autoaceptación &#8211; la autoaceptación no es una actitud comúnmente abordada en las clases. El abordaje de la autoaceptación en el ámbito escolar, especialmente en las clases de Educación Física, es fundamental para el desarrollo integrado de la identidad corporal de los adolescentes con discapacidad visual.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Imagem Corporal]]></kwd>
<kwd lng="pt"><![CDATA[Autoaceitação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Jovens]]></kwd>
<kwd lng="en"><![CDATA[Body Image]]></kwd>
<kwd lng="en"><![CDATA[Self-acceptance]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Young People]]></kwd>
<kwd lng="es"><![CDATA[Imagen Corporal]]></kwd>
<kwd lng="es"><![CDATA[Autoaceptación]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Jóvenes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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