<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000200767</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ao02</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers with Physical Disabilities in the Brazilian Educational Scenario: A Systematic Review]]></article-title>
<article-title xml:lang="es"><![CDATA[Profesores con Discapacidad Física en el Escenario Educativo Brasileño: Una Revisión Sistemática]]></article-title>
<article-title xml:lang="pt"><![CDATA[Professores com deficiência física no cenário educacional brasileiro: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Fabrício de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Marco Antônio Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto (UFOP)  ]]></institution>
<addr-line><![CDATA[Conselheiro Lafaiete MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto (UFOP)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>767</fpage>
<lpage>778</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200767&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200767&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200767&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This systematic review aimed to elucidate how research has addressed the reality of teachers with physical disabilities in Brazil, considering studies published from 2011 to 2021. The systematic review was conducted in accordance with the guidelines described in the PRISMA statement. It included qualitative studies available in the Brazilian Digital Library of Theses and Dissertations (BDTD) and SciELO databases focused on the educational and professional trajectories of these teachers. Only two studies of the 697 records identified met the inclusion criteria. The analysis revealed that in addition to physical barriers, teachers face social stigmas which impact the perception of their pedagogical skills, highlighting the influence of body image and ableism in their daily professional lives. The conclusion is that structural prejudice and the scarcity of inclusive policies perpetuate challenges, while the literature still shows significant gaps in the teaching experiences of this population.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta revisión sistemática tuvo como objetivo dilucidar cómo la investigación ha abordado la realidad de los profesores con discapacidad física en Brasil, teniendo en cuenta los estudios publicados entre 2011 y 2021. La revisión sistemática se llevó a cabo de acuerdo con las directrices descritas en la declaración PRISMA. Se incluyeron estudios cualitativos disponibles en las bases de datos Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD) y SciELO, centrados en las trayectorias educativas y profesionales de estos profesores. De los 697 registros identificados, dos estudios cumplieron los criterios de inclusión. El análisis reveló que, además de las barreras físicas, los profesores enfrentan estigmas sociales que impactan en la percepción de sus competencias pedagógicas, destacando la influencia de la imagen corporal y del capacitismo en su cotidiano profesional. La conclusión es que los prejuicios estructurales y la escasez de políticas inclusivas perpetúan los retos, mientras que la bibliografía sigue mostrando importantes lagunas en las experiencias docentes de esta población.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente revisão sistemática objetivou elucidar como pesquisas têm abordado a realidade dos professores com deficiência física no Brasil, considerando estudos publicados de 2011 a 2021. A revisão sistemática foi conduzida e realizada de acordo com as diretrizes descritas na declaração PRISMA. Foram incluídos estudos qualitativos disponíveis nas bases de dados Biblioteca Digital Brasileira de Teses e Dissertações - BDTD e SciELO, focados nas trajetórias formativas e profissionais desses docentes. Dos 697 registros identificados, dois estudos atenderam aos critérios de inclusão. A análise revelou que, além de barreiras físicas, os professores enfrentam estigmas sociais que impactam a percepção de suas competências pedagógicas, evidenciando a influência da imagem corporal e do capacitismo em seu cotidiano profissional. Conclui-se que o preconceito estrutural e a escassez de políticas inclusivas perpetuam desafios, enquanto a literatura ainda apresenta lacunas significativas sobre as experiências docentes, dessa população.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teachers with physical disabilities]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="es"><![CDATA[Profesores con discapacidad física]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="pt"><![CDATA[Professores com deficiência física]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Mais de 1 bilhão de pessoas no mundo vivem com algum tipo de deficiência]]></source>
<year>2018</year>
<publisher-name><![CDATA[ONU News]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
