Narrativas de inclusão na escola e no trabalho: escutando os protagonistas

Abstract

Entry and permanence in the labor market for people with disabilities depends on factors such as the implementation of public policies and the inclusion process. However, research indicates that among this group, people with intellectual disabilities (ID) are the most excluded in the market, which is why they believe that the school has a key role in improving this scenario. This qualitative research with a historical-dialectical approach narrates the life stories of five people with intellectual disabilities as subjects who construct meanings based on their schooling experience and professional practices. We based this study within the perspective of critical school educational psychology as a proposal for understanding the production of meaning rescued from these narratives. The narratives were followed by the methodology of the meaning cores of Aguiar and Ozella. In general terms, it was shown that the work context can favor the development of autonomy, personal satisfaction and independence of people with disabilities. It reinforces the importance of implementing professional qualification strategies that come especially from the school space, providing empirical data that can contribute to the planning and implementation of public inclusion policies. New studies on the education-work axis need to be better explorers in the light of the social mode and the discussion about citizenship and rights of people with ID. The analyzes showed how the precariousness of education and work are common aspects of our society, but also have different consequences and impacts on the lives and protagonism of its participants.