<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442025000100217</article-id>
<article-id pub-id-type="doi">10.5902/1984644473557</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento profissional de pessoas com diferença funcional: repercussões da trajetória familiar e educacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional development of people with functional differences: repercussions of family and educational trajectory]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo profesional de personas con diferencias funcionales: repercusiones de la trayectoria familiar y educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Raissa Pedrosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho-Freitas]]></surname>
<given-names><![CDATA[Maria Nivalda de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São João del-Rei  ]]></institution>
<addr-line><![CDATA[São João del-Rei MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São João del-Rei  ]]></institution>
<addr-line><![CDATA[São João del-Rei MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442025000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442025000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442025000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa tem por objetivo apresentar a interface da trajetória familiar e educacional, e seus desdobramentos no desenvolvimento profissional de pessoas com diferença funcional. A literatura nacional e internacional identifica alguns elementos que articulam estes aspectos, o que ancorou o desenvolvimento das perguntas de entrevistas semiestruturadas realizadas de forma online com 22 pessoas com diferença funcional com ensino superior completo e que trabalham em suas áreas de formação, de todas as regiões do Brasil. Os resultados evidenciam comportamentos de enfrentamento dos pais, relativos à: atenção e clareza na identificação das necessidades dos filhos, obtenção de recursos que correspondessem às suas necessidades e adaptações dos processos educativos, os quais atuaram como estimuladores e contribuíram para o desenvolvimento das crianças. Foi salientada uma inadequação nos processos de aprendizagem nas escolas especiais e também dificuldades tanto no acesso quanto na permanência em escolas regulares. Os respondentes demonstram que a relação atual estabelecida com o trabalho é, para além de uma ocupação, uma forma de crescimento pessoal e profissional. O repertório de competências profissionais citadas pelos entrevistados como importantes condiz com as requeridas e valorizadas no mercado de trabalho atual. No entanto, a despeito do investimento no processo de desenvolvimento profissional, a inclusão laboral ainda apresenta barreiras relacionadas ao capacitismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aims to present the interface of the family and educational trajectory, and its consequences in the professional development of people with functional difference. The national and international literature identifies some elements that articulate these aspects, which anchored the development of semi-structured interview questions carried out online with 22 people with disabilities with complete higher education and who work in their areas of training, from all regions of the Brazil. The results show parents' coping behaviors, related to: attention and clarity in identifying the children's needs, obtaining resources that corresponded to their needs and adaptations of the educational processes, which acted as stimulators and contributed to the children's development. An inadequacy in the learning processes in special schools was highlighted, as well as difficulties both in accessing and staying in regular schools. Respondents demonstrate that the current relationship established with work is, in addition to an occupation, a form of personal and professional growth. The repertoire of professional competences cited by the interviewees as important is in line with those required and valued in the current job market. However, despite the investment in the professional development process, labor inclusion still presents barriers related to ableism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación tiene como objetivo presentar la interfaz de la trayectoria familiar y educativa, y sus consecuencias en el desarrollo profesional de personas con diferencias funcionales. La literatura nacional e internacional identifica algunos elementos que articulan estos aspectos, los cuales sirvieron de base para el desarrollo de preguntas de entrevistas semiestructuradas realizadas en línea con 22 personas con discapacidad, con educación superior completa y que trabajan en sus áreas de formación en todas las regiones de Brasil. Los resultados muestran comportamientos de afrontamiento por parte de los padres, relacionados con: atención y claridad en la identificación de las necesidades de los hijos, obtención de recursos que correspondieran a sus demandas y adaptaciones en los procesos educativos, que actuaron como estimuladores y contribuyeron al desarrollo de los niños. Se destacó la inadecuación de los procesos de aprendizaje en escuelas especiales, así como dificultades tanto en el acceso como en la permanencia en escuelas regulares. Los encuestados demuestran que la relación actual establecida con el trabajo es, además de una ocupación, una forma de crecimiento personal y profesional. El repertorio de competencias profesionales citado por los entrevistados como importantes está en consonancia con las requeridas y valoradas en el mercado laboral actual. Sin embargo, a pesar de la inversión en el proceso de desarrollo profesional, la inclusión laboral aún presenta barreras relacionadas con el capacitismo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[capacitismo]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[ableism]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Capacitismo.]]></kwd>
</kwd-group>
</article-meta>
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