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Introducao: Este estudo objetivou avaliar a evolucao do atendimento educacional especializado no Brasil segundo a dependencia administrativa das instituicoes educacionais, utilizando-se como subsidio para a analise dados provenientes do Censo Educacional entre 2005 e 2013. Metodo: Estudo ecologico que utilizou dados secundarios referentes as matriculas realizadas em todo territorio brasileiro segundo a dependencia administrativa das instituicoes de origem das mesmas. Para analise empregou-se analise descritiva e de frequencia, e Regressao Robusta de Poisson. O nivel de significância utilizado foi de p<0,001. Resultados: Analisou-se 474.365.923 matriculas da educacao basica, sendo 6.113.533 de matriculas de educacao especial, sendo, 205.262 para rede privada, enquanto que 474.011,4 para rede publica. Houve aumento de 6% das matriculas da educacao especial, sendo 12% na rede publica e diminuicao na rede privada em 6%. Houve aumento nas matriculas das classes comuns do ensino regular para todas as categorias analisadas, sendo 20% nas matriculas totais, 21% na rede privada, e 20% na rede publica. Consideracoes finais: A educacao especial no Brasil tem demonstrado indicativos de estar passado por uma fase de transicao, adequando-se aos modelos de atendimento propostos pelos atores sociais implicados na discussao desta tematica e sendo impactada principalmente atraves da educacao publica. Palavras-chave: Educacao especial. Dependencia administrativa. Inclusao escolar. Brasil. ABSTRACT Introduction: This study aimed to evaluate the evolution of education services in Brazil according to the administrative dependence of educational institutions, using the number of registrations recorded by the educational census between the 2005 and 2013. Method: Ecological study using secondary data in the public domain relating to registrations held throughout Brazil according to the administrative dependence on the same home institutions. For analysis, we used descriptive and frequency analysis, and Regression Poisson Robust. The level of significance was set at p<0,001. Results: Analyzed 474.365.923 enrollments in basic education, with 6.113.533 of special education enrollment averaging 679.281,4 per year, and, 205.262 for private network, while 474.011,4 to public. There was a 6% increase in enrollment of special education, 12% in public and private network decreased by 6%. There was an increase in enrollment of ordinary classes of mainstream education for all categories analyzed, 20% of total enrollment, 21 % in private schools, and 20 % in public. Conclusions: The special education in Brazil has shown indications of being passed over the last few years by a transitional phase, adapting the proposed service models for the actors involved in the discussion of this issue around the world mainly through public education. Keywords: Special education. Administrative responsibility. School inclusion. Brazil.

EVOLUÇÃO DA EDUCAÇÃO ESPECIAL NO BRASIL, SEGUNDO DEPENDÊNCIA ADMINISTRATIVA.