Narrativas de jovens e adultos com deficiência intelectual: uma reflexão sobre autopercepção e trajetória escolar a partir da metodologia de História de Vida

Abstract

The literature shows that it is needed to improve the implementation of the educational and social inclusion policies for people with intellectual disabilities. The schooling process of these students, especially in the context of regular classrooms is complex, and there are relatively few studies that privilege the view of these subjects about their own trajectories. In this perspective, the main objective of this study is to analyze the self-perception and world- view of youngsters and adults with intellectual disabilities who already have or are currently attending the regular education system. For this, seven subjects, of both sexes, who have experienced attending regular classes were interviewed. It was a qualitative research that followed the assumptions of the Life History methodology. The theoretical framework used in the study was based on the psychosocial aspects of intellectual disability, analyzing the concept of disability based on social representations, focusing on the concepts of stigma and prejudice. By sharing their stories, the subjects allowed us to understand some singularities about their life trajectories, highlighting three main thematic axes: life experiences, school, and social relationships. The research revealed that people with intellectual disabilities form a heterogeneous group. The subjects reported daily experiences that are not distant from those who are not disabled. However, the analysis of the statements showed that family overprotection and lack of autonomy restricted the environments they attended and consequently affected their relationships and social participation in general. Even with personal differences, the desire to continue school and to work was a recurring theme. The school is seen by them as a means of overcoming their difficulties and achieve personal fulfillment but has also proved to be a space of exclusion and prejudice. From the narratives, it was possible to conclude that despite the advances of the proposal of inclusive education in terms of policies and theoretical conceptions, these are still not enough to meet the specifics of their students. We hope that this study can influence the elaboration, execution, and validation of inclusive programs and actions for people with intellectual disabilities that privilege their protagonism and psychosocial development, as well as contributing to the production of knowledge in the area