Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators

Detalhes bibliográficos
Autor(a) principal: Martins, Dileia Aparecida
Data de Publicação: 2015
Outros Autores: Leite, Lúcia Pereira, Broglia, Cristina
Tipo de documento: Artigo
Idioma: por
eng
spa
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772
Resumo: This study sought to analyze the enrollment policies for special education in Brazilian higher education programs derived from educational indicators. The study is characterized as analytic-descriptive and was based on primary sources; they included technical reports and data from the Brazilian Higher Education Census Bureau from 2000 to 2011, as well as documents from the country’s accessibility program known as Include (Incluir, in original Portuguese) from 2005 to 2011. The decade in question was selected in line with understanding the federal government’s measures planned in the country’s National Education Plan, which were focused on increasing enrollment in Brazilian higher education programs. The need to question the results of the aforementioned measures also justified the choice of the period to be studied. The data analysis revealed an increase in the number of disabled students enrolled in traditional and online undergraduate degree programs (particularly at Brazilian public universities) following the initiation of the Include Program. Overall, enrollments among disabled students in higher education programs increased in terms of numbers; however, the percentage still represents only a small part of the disabled population.
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spelling Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicatorsPoliticas públicas para el acceso de personas con deficiencia en la educacion superior brasileña: un analisis de indicadores educativosPoliticas públicas para acesso de pessoas com deficiencia ao ensino superior brasileiro: uma analise de indicadores educacionaisHigher Education; Special Education; Educational Indicators.Educacion Superior; Educacion Especial; Indicadores EducacionalesEnsino superior; Educação Especial; Indicadores educacionaisThis study sought to analyze the enrollment policies for special education in Brazilian higher education programs derived from educational indicators. The study is characterized as analytic-descriptive and was based on primary sources; they included technical reports and data from the Brazilian Higher Education Census Bureau from 2000 to 2011, as well as documents from the country’s accessibility program known as Include (Incluir, in original Portuguese) from 2005 to 2011. The decade in question was selected in line with understanding the federal government’s measures planned in the country’s National Education Plan, which were focused on increasing enrollment in Brazilian higher education programs. The need to question the results of the aforementioned measures also justified the choice of the period to be studied. The data analysis revealed an increase in the number of disabled students enrolled in traditional and online undergraduate degree programs (particularly at Brazilian public universities) following the initiation of the Include Program. Overall, enrollments among disabled students in higher education programs increased in terms of numbers; however, the percentage still represents only a small part of the disabled population.El objetivo del trabajo es analizar las politicas relacionadas con la matricula de la educacion especial en la educacion superior brasileña sobre la base de indicadores educacionales. El tipo de investigación es descriptivo-analitico de base documental, cuyas fuentes de datos son resúmenes tecnicos y planillas del Censo de la Educacion Superior en el periodo del 2000 al 2001. Asi mismo, constituye una fuente de datos el documento del Programa Incluir del periodo del 2005 al 2011, ya que su establecimiento ocurre en ese quinquenio. La preferencia por la decada en cuestion se justifica por las acciones del gobierno federal previstas en el Plan Nacional de Educacion, dirigidas a la ampliacion de la matricula en la educacion superior brasileña y a la necesidad de estimar los resultados de esas acciones. El analisis de datos permite identificar la evolucion del número de estudiantes con discapacidad matriculados en las carreras ya sea por cursos presenciales como a distancia, y sobre todo, en instituciones públicas despues de la creacion del Programa Incluir. En general, la matricula de personas con discapacidad en la educacion superior evoluciono en terminos numericos, sin embargo, constituye un porciento minimo de la poblacion con deficiencia la que accede a la escolarizacion superior.O presente trabalho tem por objetivo analisar as politicas relativas às matriculas da educação especial no ensino superior brasileiro com base em indicadores educacionais. A pesquisa se caracteriza descritivo-analitica com base documental, cujas fontes de dados foram resumos tecnicos e planilhas do Censo da Educação Superior no periodo de 2000 a 2011 e documentos do Programa Incluir no periodo de 2005 a 2011, quinquenio em que foi implantado. A escolha pela decada em questao se justifica pelas acoes do governo federal previstas no Plano Nacional de Educação direcionadas à ampliação de matriculas no ensino superior brasileiro e pela necessidade de problematizar os resultados dessas acoes. A analise dos dados permite identificar a evolução do número de matriculas de estudantes com deficiencia em cursos de graduação presencial e a distância – sobretudo em instituicoes públicas – apos a criação do Programa Incluir. De modo geral, o quadro de matriculas de pessoas com deficiencia no ensino superior evolui em termos numericos, mas ainda representa uma camada minima da população com deficiencia efetivamente matriculada nessa etapa da escolarização.Fundação CesgranrioMartins, Dileia AparecidaLeite, Lúcia PereiraBroglia, Cristina2015-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/77210.1590/S0104-40362015000400008Ensaio: Avaliação e Políticas Públicas em Educação; v. 23, n. 89 (2015): Revista Ensaio - Out./Dez.; 984-10141809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772/390https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772/391https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772/389Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-11-10T20:00:14Zoai:ojs.localhost:article/772Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-11-10T20:00:14Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
Politicas públicas para el acceso de personas con deficiencia en la educacion superior brasileña: un analisis de indicadores educativos
Politicas públicas para acesso de pessoas com deficiencia ao ensino superior brasileiro: uma analise de indicadores educacionais
title Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
spellingShingle Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
Martins, Dileia Aparecida
Higher Education; Special Education; Educational Indicators.
Educacion Superior; Educacion Especial; Indicadores Educacionales
Ensino superior; Educação Especial; Indicadores educacionais
title_short Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
title_full Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
title_fullStr Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
title_full_unstemmed Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
title_sort Public policy for disabled persons’ access to higher education in Brazil: an analysis of educational indicators
author Martins, Dileia Aparecida
author_facet Martins, Dileia Aparecida
Leite, Lúcia Pereira
Broglia, Cristina
author_role author
author2 Leite, Lúcia Pereira
Broglia, Cristina
author2_role author
author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Martins, Dileia Aparecida
Leite, Lúcia Pereira
Broglia, Cristina
dc.subject.none.fl_str_mv


dc.subject.por.fl_str_mv Higher Education; Special Education; Educational Indicators.
Educacion Superior; Educacion Especial; Indicadores Educacionales
Ensino superior; Educação Especial; Indicadores educacionais
topic Higher Education; Special Education; Educational Indicators.
Educacion Superior; Educacion Especial; Indicadores Educacionales
Ensino superior; Educação Especial; Indicadores educacionais
description This study sought to analyze the enrollment policies for special education in Brazilian higher education programs derived from educational indicators. The study is characterized as analytic-descriptive and was based on primary sources; they included technical reports and data from the Brazilian Higher Education Census Bureau from 2000 to 2011, as well as documents from the country’s accessibility program known as Include (Incluir, in original Portuguese) from 2005 to 2011. The decade in question was selected in line with understanding the federal government’s measures planned in the country’s National Education Plan, which were focused on increasing enrollment in Brazilian higher education programs. The need to question the results of the aforementioned measures also justified the choice of the period to be studied. The data analysis revealed an increase in the number of disabled students enrolled in traditional and online undergraduate degree programs (particularly at Brazilian public universities) following the initiation of the Include Program. Overall, enrollments among disabled students in higher education programs increased in terms of numbers; however, the percentage still represents only a small part of the disabled population.
publishDate 2015
dc.date.none.fl_str_mv 2015-11-06
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772
10.1590/S0104-40362015000400008
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772
identifier_str_mv 10.1590/S0104-40362015000400008
dc.language.iso.fl_str_mv por
eng
spa
language por
eng
spa
dc.relation.none.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772/390
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772/391
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/772/389
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 23, n. 89 (2015): Revista Ensaio - Out./Dez.; 984-1014
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
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repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
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