Deficiência e escolarização no Brasil: um estudo acerca do atendimento, atraso e progressão escolar dos deficientes segundo o Censo 2000

Abstract

The main purpose of the present work is to display the implication of the disabilities on the attendance, school delay and school progression in Elementary School (dependent variables). For this intent, its used the binary logistic regression modeling statistics. This study debates the different concepts of disability and the social treatment of them, as well as investigates the diverse ways by which the disabilities are registered in population-based researches. Using the Brazilian Demographic Census 2000, the population profile is defined, by age and sex, for each different categories of disability. The same research is the data source used to analyses the attendance, school delay and school progression. This last element, the progression, is measured by a method called Probabilidade de Progressão por Série PPS (Grade Progression Probability) of the three most relevant points of the Elementary School. The results present notable disparity among disabilities in the determination of the investigated elements. In general, all the conditions are related with disadvantage on school career development. However, the implication of the disabilities on the PPS reduces with the advance in Elementary School, being less significant to each grade sequence. Amongst the analyzed questions (dependent variables), the school delay demonstrated to suffer relevant variation due to the socioeconomic background factors. This work also shows and debates the results of the eleven categories of disabilities used in the analysis.