This study aimend to identify, undertand and problematize the meanings attributed by the production of knowledge in Physical Education (PE) in relation to the discussions about the issue of disability, between the period from 1979 to 2017. Methodologically, it consists of a bibliographical research and of quantitative-qualitative approach, based on the correlation of bibliographical and documentary sources. The critical and post-critical theories of knowledge guided the translations of the data. The investigation was structured in three stages: one of data collection and two corresponding to the categorization and analysis of the raised material. In the 13 periodics investigated, 237 publications were found, which 156 focused on the non-school context (65.82%) and 81 on the school context (34.17%). For this study the focus of the analysis was the publications that focused on the non-school context, which were divided into 05 categories: Auditory Disability (AD), Physical Disability (PD), Intellectual Disability (ID), Visual Disability (VD) and General Disability (GD).