Indigenous schoolchildren with disabilities in Brazil: an analysis from the School Census on Basic Education (2010, 2015 and 2020)
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
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. |
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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 |
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article |
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https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234 10.24109/2176-6681.rbep.104.5234 |
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https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234 |
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10.24109/2176-6681.rbep.104.5234 |
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https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5234/4302 |
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Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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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 |
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Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
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Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
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