This text presents results about the distribution of physics teachers working in Brazilian state public schools. The research used the 2018 school census microdata as data source. Methodologically, this study is based on descriptive statistics and multivariate data analysis. The results indicate that only 20 percent of physics teachers in state public schools have specific training. The uneven distribution reveals that the Midwest and North regions are the most impactful. The lack of opportunities for access and permanence in undergraduate courses especially influences women and indigenous people. The results presented in this study can contribute to the design of actions and policies within the scope of teacher training.