Indicadores censitários da Educação Superior brasileira (2017-2019): estudantes público-alvo da Educação Especial

• Ano de defesa: 2022
• Autor(a) principal: Morgado, Liz Amaral Saraiva
• Orientador(a): Orlando, Rosimeire Maria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Educação Especial; Educação Superior; Público-alvo da Educação Especial; Indicadores educacionais; INEP
• Palavras-chave em Inglês: Special Education; College education; Target audience for Special Education; Educational indicators
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/16305

This study addresses the issue related to the access of students target audience of Special Education to Brazilian Higher Education, through the analysis of enrollments from 2017 to 2019. We sought to answer the following research question: what enrollments in Higher Education Brazilian government reveal about the access of disability students at this level of training? Thus, the present study has as a general objective to research and analyze the access of disability students in Brazilian Higher Education, from 2017 to 2019, and as specific objectives: - To outline the profile of disability student enrollment in Brazilian Higher Education, according to with specifics and gender; - Investigate the enrollment of disability students in different administrative facilities. The theoretical-methodological framework that supported the study, characterized as being qualitative and quantitative, exploratory and descriptive, in view of the use of census data, based on dialectical historical materialism and on the results and discussions, included the tables resulting from the data collection and analysis axes: (i) disability students: specificities; (ii) Entering and; (iii) disability students: administrative dependence of HEIs. The categories were analyzed based on the concepts presented by István Mészáros. As a result of the analysis, with regard to the enrollment of disability students, the scenario that emerges is the growth in the insertion of these students in the educational sphere and that affirmative action policies are a opportunity for the historically excluded public in higher education. Despite having already expanded access to universities, there is still a lot to be done, as many institutional accessibility services are not universalized and the existence of such actions depends a lot on each administrative dependence of the HEIs.