ESTUDANTES PÚBLICO DA EDUCAÇÃO ESPECIAL EM ESCOLAS DE ASSENTAMENTOS, INDÍGENAS E QUILOMBOLAS NO BRASIL

This article aims to analyze educational indicators related to the schooling of Special Education students in educational institutions located in settlement territories, Indigenous lands, and Quilombola communities in Brazil, during the period from 2021 to 2023. This is a quantitative study, using descriptive statistics. Through IBM SPSS Statistics software – version 20, microdata from the Basic Education School Census, conducted by the National Institute for Educational Studies and Research Anísio Teixeira (INEP), were collected for the years 2021, 2022, and 2023. The results generally indicate: (a) a trend of school closures in settlement areas, while there was an increase in the number of schools located in Indigenous lands and Quilombola areas; (b) an increase in the number of schools reporting enrollments of students from the Special Education target group; (c) a downward trend in the total number of enrollments in rural schools overall, alongside a progressive increase in enrollments in Special Education; (d) a concentration of enrollments, both general and Special Education students, in municipal schools; and (e) the predominance of enrollments of Special Education students in regular classes within mainstream schools. It is concluded that, despite the observed progress, the issue must remain on the agenda to ensure the right to education for students from settlements, Indigenous lands, and Quilombola communities who belong to the Special Education group.