Mobilidade espacial e acesso à educação básica: estudantes com deficiência na região Nordeste

Abstract

The issue of people with disabilities and their social inclusion began to be debated more frequently internationally in recent decades, with the aim of guaranteeing the universalization of these people's rights in the social and educational area. Despite advances in international and national policies, people with disabilities are often prevented from exercising a fundamental right, namely, to study, due to some limitation or obstacle encountered. Studies on spatial mobility for the purpose of studying these people are very scarce, and, for this reason, the migratory behavior and pendular mobility of this portion of the population in Brazil are unknown. Thus, understanding the spatial mobility of these students is of paramount importance for the implementation of public policies, considering that the schools where they study must have a minimum of accessibility. From this context, the objective of this research was to carry out a comparative study between students with and without disabilities to know the profile of students with disabilities and to verify whether such students present differences in terms of spatial mobility towards schools in the Northeast region. The INEP School Census for the years 2015, 2017 and 2019 was used as a data source. The results revealed that most students with disabilities are male, aged between 10 and 14 years, and their predominant disability is intellectual. As for students without disabilities, they are in the same age group, but there is a balance between the sexes. It was found that the proportion of migrants is similar between the two groups, that pendular mobility is lower for the disabled in regular education, but higher when seeking special care.