Matrículas da Educação Especial na Educação Profissional Técnica de Nível Médio no Estado do Amapá (2015-2018)

Abstract

<jats:p>According to the statistical notes of the National Institute of Educational Studies and Research Anísio Teixeira (Inep), the number of enrollments for Special Education students increased in 2018 by 33.2% compared to 2014 in Brazil. This article aimed to verify the enrollment rate of Special Education (students from special schools, special classes and included) in Technical Education for Secondary Education in the State of Amapá- Brazil (2015-2018). Methodologically, data were collected on the Inep website and bibliographic research, with an approach that involves mixed methods. In the results, there was an increase in enrollment in the courses integrated in the federal network, while in the concomitant and subsequent courses the rate of increase occurred in the state network. On the other hand, in Youth and Adult Education (EJA), in turn, there was only registration of enrollments in the face-to-face federal network. It is concluded that schools need to be prepared to serve the public of special education, so that they can guarantee an inclusive quality education. For this, greater public investments in education in the north of the country are needed. In addition to national and state commitment, in the development of research that can map the theme of special education in its relation to levels, stages and other teaching modalities (such as EJA), respecting the socioeconomic and cultural differences of the Brazilian regions, as well as its possible educational strengths and weaknesses.</jats:p>

Evolução das matrículas de educação especial na educação infantil, fundamental e médio entre os anos de 2009 a 2020 no Brasil

“…Discutir sobre a inclusão de alunos com deficiência em ambiente escolar implica em trazer à tona questões muito amplas, como: o pouco investimento no sistema educacional brasileiro; a falta de infraestrutura no tocante a recursos físicos para atender a todos os alunos, sejam eles especiais ou não; o preconceito; a discriminação; e, a falta de credibilidade que ainda impera em relação às pessoas diferentes, principalmente as que possuem algum tipo de deficiência. Essas pessoas são desrespeitadas e não são compreendidas como seres humanos com potencialidades e capazes de produzir como os demais cidadãos (Leonardo et al, 2009;Penha et al, 2020).…”

Chimica delle scuole superiori e Enem: un confronto curriculare

“…Un istituto federale è un'istituzione con l'obiettivo di soddisfare la necessità di manodopera tecnica qualificata, in modo che gli studenti siano meglio preparati per acquisire sia le conoscenze di base che le conoscenze tecniche (Alves et al, 2013;Penha et al, 2020). Ci sono attualmente 38 istituti federali presenti in tutti gli stati (Brasile, 2018).…”

Physics at ENEM and in the technical chemistry course at the Instituto Federal Do Amapá (IFAP): A curricular comparison

“…11,892 (Marques et al, 2020 (Castro et al, 2020). IFAP offers courses ranging from higher education to high school, and with that, it manages to reach a wide audience at different levels, it also consists of several campuses, of which we can mention the Macapá campus, located in the capital (Brasil, 2019;Penha et al, 2020).…”