Physical Education and Disabilities in Brazilian Periodics (1979 To 2017): A Look at the Non School Context

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Rodrigo Ribeiro Nascimento
Rodrigo Ribeiro Nascimento
2
Fernando Araújo Crescencio
Fernando Araújo Crescencio
3
Neil Franco
Neil Franco

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GJHSS Volume 22 Issue G11

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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).

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

Rodrigo Ribeiro Nascimento. 2026. \u201cPhysical Education and Disabilities in Brazilian Periodics (1979 To 2017): A Look at the Non School Context\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 22 (GJHSS Volume 22 Issue G11): .

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Education and Disabilities.
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GJHSS Volume 22 Issue G11
Pg. 1- 16
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: DDC Code: 823.8 LCC Code: PR5486
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December 1, 2022

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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).

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Physical Education and Disabilities in Brazilian Periodics (1979 To 2017): A Look at the Non School Context

Rodrigo Ribeiro Nascimento
Rodrigo Ribeiro Nascimento
Fernando Araújo Crescencio
Fernando Araújo Crescencio
Neil Franco
Neil Franco

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