<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682025000101201</article-id>
<article-id pub-id-type="doi">10.22235/pe.v18i1.4250</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones y actitudes de docentes universitarios hacia la discapacidad: un estudio de caso en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions and Attitudes of University Faculty toward Disability: A Case Study in Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções e atitudes de docentes universitários em relação à deficiência: um estudo de caso no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto-Fuentes]]></surname>
<given-names><![CDATA[Alejandro Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sagredo-Ortiz]]></surname>
<given-names><![CDATA[Sindy Marisel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Barriga]]></surname>
<given-names><![CDATA[Carmen Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Sebastián  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Sebastián  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad San Sebastián  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</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>18</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682025000101201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682025000101201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682025000101201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Actualmente, la discapacidad es un tema relevante en el área de educación. Profundizar en la visión de quienes son formadores de profesores y tienen la responsabilidad de propiciar la inclusión en la educación superior se torna importante. El objetivo de este estudio fue analizar las percepciones y actitudes que poseen los docentes de la carrera de Pedagogía en Educación Diferencial hacia las personas con discapacidad en una universidad privada de Chile. Se aplicó una entrevista semiestructurada a 12 académicos y se realizó un análisis de contenido del discurso con apoyo del software cualitativo Nvivo 12. Los resultados principales indican que la percepción y actitud de los docentes hacia la discapacidad es positiva y coinciden en el respeto de los derechos fundamentales de los sujetos como un ciudadano típico, comprenden que su desempeño no está limitado por su discapacidad y asocian los apoyos a enfoques ecológicos funcionales. Por tanto, los formadores de profesores podrían estar generando un efecto positivo en los futuros docentes. Este estudio contribuye a la profundización de la visión del profesorado de educación superior desde una mirada inclusiva]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Disability is currently a significant topic within the field of education. Exploring the perspectives of those responsible for training future teachers and fostering inclusion in higher education is increasingly important. This study aimed to analyze the perceptions and attitudes of faculty members in the Special Education Teaching program at a private university in Chile toward individuals with disabilities. Semi-structured interviews were conducted with 12 faculty members, and content analysis was carried out using the qualitative software NVivo 12. The main findings indicate that faculty members have a positive perception of and attitude toward disability. They agree on respecting the fundamental rights of individuals as typical citizens, recognize that a person's abilities are not inherently limited by their disability, and associate necessary support with functional ecological approaches. Consequently, teacher educators may be contributing positively to the mindset of future teachers. This study provides valuable insights into faculty perspectives in higher education from an inclusive lens]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Atualmente, a deficiência é um tema relevante na área da educação. Aprofundar a visão daqueles que são formadores de professores e têm a responsabilidade de promover a inclusão na Educação Superior se torna importante. O objetivo deste estudo foi analisar as percepções e atitudes dos docentes do curso de Pedagogia em Educação Diferencial em relação às pessoas com deficiência em uma universidade privada do Chile. Foi aplicada uma entrevista semiestruturada a 12 acadêmicos e realizada uma análise de conteúdo do discurso com o apoio do software qualitativo Nvivo 12. Os principais resultados indicam que a percepção e a atitude dos docentes em relação à deficiência são positivas, e eles concordam com o respeito aos direitos fundamentais dos sujeitos como cidadãos típicos, compreendem que seu desempenho não está limitado pela deficiência e associam os apoios a enfoques ecológicos funcionais. Portanto, os formadores de professores poderiam estar gerando um efeito positivo nos futuros docentes. Este estudo contribui para o aprofundamento da visão dos docentes da Educação Superior sob uma perspectiva inclusiva]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="es"><![CDATA[actitud]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[discapacidad]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="en"><![CDATA[attitude]]></kwd>
<kwd lng="en"><![CDATA[faculty]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[disability]]></kwd>
<kwd lng="pt"><![CDATA[percepção]]></kwd>
<kwd lng="pt"><![CDATA[atitude]]></kwd>
<kwd lng="pt"><![CDATA[docentes]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[deficiência]]></kwd>
</kwd-group>
</article-meta>
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