Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)

Detalhes bibliográficos
Autor(a) principal: de Sá, Michele Aparecida
Data de Publicação: 2023
Outros Autores: Adão Ribeiro, Eduardo, Gomes Liduenha Gonçalves, Taísa Grasiela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234
Resumo: The connection between special education and indigenous school education is a recent public policy guideline in Brazil, thus, becoming crucial the investigation on schooling of indigenous students with disabilities. Given this context, the study seeks to display a portrait of indigenous students with disabilities in Brazil, stemming from microdata analysis of the School Census of Basic Education in 2010, 2015, and 2020. The selected variables were from the enrollments and school database, specifically the differentiated school location (indigenous land), the region where the school is located, teaching modality, Specialized Educational Assistance (SEA) and disability type or Autistic Spectrum Disorder (ASD) and the availability of multifunctional resource classrooms. The data showed an increase in the enrollment of indigenous students with disabilities or ASD in all of the regions of the country during the analyzed periods, with intellectual disabilities being the most prevalent among indigenous students; most of these students are enrolled in the regular education modality and a small number of indigenous students with disabilities or ASD received special education services. In light of such conditions, rise the need of public policies on special education and the interaction with indigenous school education that take into consideration the particularities of the indigenous peoples regarding their cultural diversity.
id INEP-2_8e5fce4aad808912955a353f9a703e1d
oai_identifier_str oai:ojs3.inep:article/5234
network_acronym_str INEP-2
network_name_str Revista Brasileira de Estudos Pedagógicos (Online)
repository_id_str
spelling Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)Estudiantes indígenas con discapacidad en Brasil: un análisis con base enCenso Escolar de Educación Básica (2010, 2015 y 2020)Escolares indígenas com deficiência no Brasil: uma análise a partir do Censo Escolar da Educação Básica (2010, 2015 e 2020)special education; indigenous school education; school census.educación especial; educación escolar indígena; censo escolar.educação especial; educação escolar indígena; censo escolar.The connection between special education and indigenous school education is a recent public policy guideline in Brazil, thus, becoming crucial the investigation on schooling of indigenous students with disabilities. Given this context, the study seeks to display a portrait of indigenous students with disabilities in Brazil, stemming from microdata analysis of the School Census of Basic Education in 2010, 2015, and 2020. The selected variables were from the enrollments and school database, specifically the differentiated school location (indigenous land), the region where the school is located, teaching modality, Specialized Educational Assistance (SEA) and disability type or Autistic Spectrum Disorder (ASD) and the availability of multifunctional resource classrooms. The data showed an increase in the enrollment of indigenous students with disabilities or ASD in all of the regions of the country during the analyzed periods, with intellectual disabilities being the most prevalent among indigenous students; most of these students are enrolled in the regular education modality and a small number of indigenous students with disabilities or ASD received special education services. In light of such conditions, rise the need of public policies on special education and the interaction with indigenous school education that take into consideration the particularities of the indigenous peoples regarding their cultural diversity.La articulación entre las áreas de educación especial y educación escolar indígena es una directriz de política pública reciente en Brasil, y, por eso, es fundamental investigar la escolarización de alumnos indígenas con discapacidad. En este contexto, este artículo tiene como objetivo presentar un retrato de la escolarización de alumnos indígenas con discapacidad en Brasil a partir del análisis de microdatos del Censo Escolar de Educación Básica en los años 2010, 2015 y 2020. Las variables han sido seleccionadas de la base de datos de matrículas y de colegios, específicamente la diferente ubicación de la escuela (tierra indígena), región donde se localiza, modalidad de enseñanza, Atención Educativa Especializada (AEE) y tipo de discapacidad o Trastorno del Espectro Autista (TEA) y la disponibilidad de sala de  recursos multifuncionales. Los datos muestran un aumento en las matrículas de estudiantes indígenas con discapacidad o TEA en todas las regiones brasileñas, en el período analizado, presentándose la discapacidad intelectual como predominante entre los estudiantes indígenas; la modalidad de enseñanza regular posee la mayoría de las matrículas de estos alumnos y una pequeña porción de los indígenas con discapacidad o TEA han recibido asistencia educativa especializada. En este contexto, es necesario elaborar políticas públicas de educación especial y articulación con la educación escolar indígena y que consideren las especificidades de los pueblos indígenas relacionadas a las diversidades culturales.A articulação entre as áreas da educação especial e da educação escolar indígena é uma diretriz de política pública recente no Brasil, e, por esse motivo, torna-se fundamental investigar a escolarização de alunos indígenas com deficiência. Diante desse contexto, o presente artigo tem como objetivo apresentar um retrato da escolarização de alunos indígenas com deficiência no Brasil a partir da análise dos microdados do Censo Escolar da Educação Básica nos anos de 2010, 2015 e 2020. As variáveis selecionadas foram do  banco de matrículas e de escolas, especificamente da localização diferenciada da escola (terra indígena), a região de localização da escola, a modalidade de ensino, o Atendimento Educacional Especializado (AEE), o tipo de deficiência ou Transtorno do Espectro Autista (TEA) e a disponibilidade de sala de recursos multifuncionais. Os dados apontam a ampliação das matrículas de escolares indígenas com deficiência ou TEA em todas as regiões brasileiras, no período analisado, sendo a deficiência intelectual prevalente entre os escolares indígenas; a modalidade ensino regular possui a maior parte das matrículas desses alunos e uma pequena parcela de alunos indígenas com deficiência ou TEA receberam atendimento educacional especializado. Diante desse contexto, aponta-se a necessidade da elaboração de políticas públicas sobre educação especial e a articulação com a educação escolar indígena e que considere as especificidades dos povos indígenas no que se refere às diversidades culturais.INEP2023-07-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/523410.24109/2176-6681.rbep.104.5234Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5234Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5234Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e52342176-66810034-718310.24109/2176-6681.rbep.104reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234/4302Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessde Sá, Michele AparecidaAdão Ribeiro, Eduardo Gomes Liduenha Gonçalves, Taísa Grasiela 2024-02-27T12:27:21Zoai:ojs3.inep:article/5234Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2024-02-27T12:27:21Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false
dc.title.none.fl_str_mv Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
Estudiantes indígenas con discapacidad en Brasil: un análisis con base enCenso Escolar de Educación Básica (2010, 2015 y 2020)
Escolares indígenas com deficiência no Brasil: uma análise a partir do Censo Escolar da Educação Básica (2010, 2015 e 2020)
title Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
spellingShingle Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
de Sá, Michele Aparecida
special education; indigenous school education; school census.
educación especial; educación escolar indígena; censo escolar.
educação especial; educação escolar indígena; censo escolar.
title_short Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
title_full Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
title_fullStr Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
title_full_unstemmed Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
title_sort Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
author de Sá, Michele Aparecida
author_facet de Sá, Michele Aparecida
Adão Ribeiro, Eduardo
Gomes Liduenha Gonçalves, Taísa Grasiela
author_role author
author2 Adão Ribeiro, Eduardo
Gomes Liduenha Gonçalves, Taísa Grasiela
author2_role author
author
dc.contributor.author.fl_str_mv de Sá, Michele Aparecida
Adão Ribeiro, Eduardo
Gomes Liduenha Gonçalves, Taísa Grasiela
dc.subject.por.fl_str_mv special education; indigenous school education; school census.
educación especial; educación escolar indígena; censo escolar.
educação especial; educação escolar indígena; censo escolar.
topic special education; indigenous school education; school census.
educación especial; educación escolar indígena; censo escolar.
educação especial; educação escolar indígena; censo escolar.
description The connection between special education and indigenous school education is a recent public policy guideline in Brazil, thus, becoming crucial the investigation on schooling of indigenous students with disabilities. Given this context, the study seeks to display a portrait of indigenous students with disabilities in Brazil, stemming from microdata analysis of the School Census of Basic Education in 2010, 2015, and 2020. The selected variables were from the enrollments and school database, specifically the differentiated school location (indigenous land), the region where the school is located, teaching modality, Specialized Educational Assistance (SEA) and disability type or Autistic Spectrum Disorder (ASD) and the availability of multifunctional resource classrooms. The data showed an increase in the enrollment of indigenous students with disabilities or ASD in all of the regions of the country during the analyzed periods, with intellectual disabilities being the most prevalent among indigenous students; most of these students are enrolled in the regular education modality and a small number of indigenous students with disabilities or ASD received special education services. In light of such conditions, rise the need of public policies on special education and the interaction with indigenous school education that take into consideration the particularities of the indigenous peoples regarding their cultural diversity.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-19
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://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234
10.24109/2176-6681.rbep.104.5234
url https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234
identifier_str_mv 10.24109/2176-6681.rbep.104.5234
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234/4302
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INEP
publisher.none.fl_str_mv INEP
dc.source.none.fl_str_mv Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5234
Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5234
Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e5234
2176-6681
0034-7183
10.24109/2176-6681.rbep.104
reponame:Revista Brasileira de Estudos Pedagógicos (Online)
instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron:INEP
instname_str Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron_str INEP
institution INEP
reponame_str Revista Brasileira de Estudos Pedagógicos (Online)
collection Revista Brasileira de Estudos Pedagógicos (Online)
repository.name.fl_str_mv Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
repository.mail.fl_str_mv ||tania.castro@inep.gov.br
_version_ 1798951704647958528