Ocorrência de pessoas com deficiência no ensino superior no Brasil

Abstract

It is well known that the amount of college institutions in Brazil has increased during the last seven years , however the amount of openings directed to handicapped people didn't follow it in the same proportion. OBJECTIVE: Describing the presence of handicapped people in college institutions. METHODS: It is an ecological survey held in Brazilian territory using data obtained with the access to information from the area of inclusive college education, provided by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira INEP , from 2011 to 2018.The analyzed variables were as follow: amount of offered openings to handicapped people, amount of handicapped students enrolled in college institutions and amount of college institutions in Brazil. RESULTS: In 2011 there were 2.365 College Institutions in Brazil, in 2017 there were already 2.448, with the data collecting it was possible to realize that the amount of these institutions has been increasing around 2% to 3% each year. From January 2012 to December 2018 there was a registration of 224.894 handicapped students enrolled in college institutions, with a higher prevalence of students in the Southeast region corresponding to 84.634 (37.6%), followed by the Northeast region with 39.524 students(17,5%), the Middle west region was the one with the lowest registration during the evaluated six years with 21.774 (9.6%) students; from the 47.730.000 openings offered, 21,22% were directed to handicapped people in the last seven years. CONCLUSION: In Brazil the discourse of education for all has been slowly growing even in a precarious way . it was possible to see that even with the growing number of college institutions and consequently the increase in the quantity of openings offered to handicapped students, the amount of them doesn't fulfill all the offered openings. The law requires that the teaching institutions make adaptations for an inclusive policy: at first the selection process has to comply with all the difficulties presented by the students for the entrance examination as well as to promote capacitation for the teachers, to invest in technological resources, guides interpreters among others and thus eliminate barriers which make it difficult the access and permanence of handicapped students in college education.