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In Brazil, the number of immigrants has increased over the last decade, most of them coming from Latin countries. Among the countless characteristics, some subjects are constituted by the disability condition. Particularly for those, issues related to exclusion or marginalization can be heightened. In this scenario, this article aimed to identify, explore and analyze Brazilian research that dealt with the right to schooling of disabled immigrants in Brazil. To this end, a systematic review of the literature was carried out, with a qualitative approach. Using combinations of descriptors and considering productions on the subject published in the last ten years (2013 to 2023) and indexed in the CAPES Periodicals Portal and in the Brazilian Digital Library of Theses and Dissertations. There were 6 studies identified. The results obtained revealed the scarcity of studies and several gaps on the right to schooling of immigrant students with disabilities in the educational context of Brazil, allowing us to infer that this right is still neglected or absent in public educational policies. This suggests the need to develop research and discussions on the various aspects involving the right to education aimed at immigrants with disabilities in Brazilian educational contexts.
Roquejani et al. (Mon,) studied this question.