Formal and non-formal professional education of people with disabilities in Brazil

• Autor(a) principal: Manica, Loni Elisete
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/9320
• topic: Formal and non-formal education. People with disabilities. Professional education.; Educación formal y no formal. Personas com deficiencia. Educación profissional.; Educação formal e não formal. Pessoas com deficiência. Educação profissional.

The text presents an analysis of the Brazilian reality regarding professional education for people with disabilities. Initially, data related to the segment of people with disabilities are presented, which are necessary to understand the context of the presented theme; Including legal aspects, the Brazilian context and the advances and setbacks of education in the Brazilian context and in the professional qualification of people with disabilities. The percentages and indexes of the search result by the last demographic census of the country are presented. The number of people with disabilities, the main laws that support professional training and qualification, as well as the real possibilities of making inclusive professional education, as well as the quota law, which deals with the obligation of companies to hire in their People with disabilities, as well as difficulties in complying with this legislation. In addition, the text provides a fundamental analysis on the types of assessments that are legally protected for the disabled person, either from specific terminus or from competency assessment. Afterwards, an analysis is made on the social educator and his / her performance in relation to the professional education of people with disabilities; The testimonies of social educators express how still this type of educator is devalued and discriminated against in Brazil. The text reinforces the differentiation between school education and social education. In the final considerations, the demands for inclusive vocational education can be demonstrated. Finally, we commented on the advances made by the International Convention on the Rights of Persons with Disabilities and the Brazilian Inclusion Law (Statute of the Person with Disabilities), which was sanctioned in 2015, and the desire of non-formal education to guarantee its space and the need for Its existence.