Em tempos de democratização do direito à educação: Como têm se delineado as políticas de acesso à eja aos estudantes com deficiência no rio grande do sul?

Abstract

The study was on public policies for access of youth and adult people with disabilities through the modality of Youth and Adults Education (EJA, in Portuguese), analyzing their supply in Rio Grande do Sul state, in regular and special classes, and comparing it with nationwide statistical indicators. Its distribution between administrative institutions (public and private) and between private categories (philanthropic, community, confessional and particular) was also analyzed as a way to understand the public/private relationship in the implementation of educational access policies for these individuals in RS. The issues considered relevant to this analysis were built through an articulated view towards the social indicators obtained through the microdata provided by Basic Education Census (2007-2013) and the Brazilian Census (2010) databases. It was found that the concentration of enrollment of these individuals occurs in substitute service, through EJA special classes, which presents very intense performance by philanthropic institutions in the state. Thus, we can infer that, with respect to young and adult lifetimes, intergovernmental political actions of Special Education in focus are in imbalance with the intensifying trend of school inclusion policy expressed in the total numbers of general enrollment Basic Education, in both contexts. In addition, the guarantee of the right education of youth and adults with disabilities remains a marginal aspect in Rio Grande do Sul state and in Brazil.