Caracterização das Matrículas dos Alunos com Transtorno do Espectro do Autismo por Regiões Brasileiras / Characterization of Enrollments of Students with Autism Spectrum Disorders by Brazilian Regions

RESUMO

RESUMO O objetivo central deste estudo consistiu em caracterizar as matrículas contidas nos microdados do Censo Escolar dos estudantes com Transtorno do Espectro do Autismo (TEA) na sala comum nas cinco regiões do país, considerando os possíveis impactos da Lei Nº 12.764/2012. Para tal, realizou-se uma pesquisa comparativa de caráter documental, com recorte nos anos de 2009 a 2016. Para a coleta, tratamento e análise dos dados, utilizou-se o software de análise estatística IBM SPSS. As variáveis estudadas foram total das matrículas na sala comum; sexo; etapa de ensino e total de matrículas no Atendimento Educacional Especializado. Os resultados demonstraram crescimento das matrículas dos alunos com TEA no ensino regular, sendo este mais evidente após 2012; mudança no percentual de alunos do sexo feminino e masculino ao longo do período estudado, caminhando para uma proporção de uma menina para cada 4.5 meninos com TEA; grande índice de evasão escolar, associado à baixa concentração das matrículas no AEE. Concluiu-se que, apesar do acesso à sala comum ter sido consideravelmente grande em todas as regiões do país, ainda é preciso repensar as estratégias de suporte para esse público. Quanto a Lei Nº 12.764/2012, esta aparentou impactar apenas nas duas primeiras variáveis estudadas.

ABSTRACT

ABSTRACT The main objective of this study was to characterize the enrollments contained in the microdata of the School Census of students with Autism Spectrum Disorder (ASD) in the common classroom in the five Brazilian regions, considering the possible impacts of Law No. 12.764 / 2012. In order to do it, a comparative documental research was carried out, with a cutoff period between the years of 2009 and 2016. For data collection, treatment and analysis, the software IBM SPSS Statistics was used. The variables studied were total enrollment in the common classroom; gender; educational stage and total enrollment in Specialized Educational Service (SES). The results showed an increase in enrollments of students with ASD in regular education, which is more evident after 2012; a change in the ratio of female and male students along the period studied, tending towards a proportion of one female student for each 4.5 male students with ASD; high rates of school evasion, which is associated with a low rate of enrollment in SEA. It was concluded that even though the access to regular classroom increased considerably in all Brazilian regions, it is still necessary to rethink the support strategies for this target population. With regards to the Law No. 12.74/2012, its impact could be noticed only in the first two studied variables.