Tendência das matrículas da educação especial em escolas no campo em Minas Gerais (2007-2017)

Abstract

This article proposes a discussion about the interface between Special Education and Rural Education in the Minas Gerais (MG) State, from the systematization and analysis of microdata from school census of Basic Education in the State, from 2007 to 2017. Initially in the text was presented a succinct historical panorama on the theme of specialized education and rural education in MG. For this study, was used the enrolment microdata referent to MG State accordingly to the variables: school localization, teaching modality, differentiated localization of school and types of special education needs (NEE). The results indicated that in the analysed period there was an increase of 222,5% of special education enrolment in rural schools; with concentration in regular education, followed by special education, Education of Youth and Adults (EJA) and professional education, respectively. These enrolment are predominant situate in rural school that did not present a differentiated localization (average of 94,55%), and indicate a tendency to amplify in the remaining quilombola, indigenous and settlement areas. The number of students enrolment with intellectual deficiency reached an increase of 716,69% in the analysed period and corresponded, in average, 61,18% of total NEE.