O adulto que posso e me permitem ser: o desafio do processo de transição para a vida adulta da pessoa com deficiência

Abstract

This research aims to understand the transition to adulthood of young people with intellectual disabilities. The multipaper organization model was chosen for writing this thesis, in which the research will be presented as a compilation of publishable articles. In the first study, the path of the person with intellectual disability was developed in a historical, political and social perspective by means of a narrative review, the contextualization of the paths taken by the person with disability, which brings all the anchoring of the social representation attributed to this group, making use of the anachronism, when evidencing the values of the present time as a reference point for a better understanding of the past, with its characteristics and realities. In the second study, we intend to bring conceptual aspects of the participants of this thesis: young people with disabilities and their transition to adulthood, using an integrative review of the scientific production on the topic in the period from 2015 to 2021. We adopted as a guiding question: what are the studies on the transition to adulthood of people with intellectual disabilities anchored on? The preparation of young people for a quality adult life is the main concern in this transition process, in which we must provide opportunities for their insertion into active life, providing conditions that help this process, whose expected goal is independence and autonomy. In the third study, which may originate more than one article, an empirical design is presented about the possibilities and limits of the transition to adulthood for people with intellectual disabilities. We used the methodological principles of qualitative and exploratory character, by choosing the assumptions of action/intervention research. The research was carried out in a Support Center for Professional Education, specialized in attending students with special educational needs in intellectual disability, using as a tool direct observation and meetings in operative groups. The data collected was analyzed based on the Content Analysis method, adopting Laurence Bardin's conception as a reference. The reality represented here pointed out that people with intellectual disabilities are more susceptible to not having control of their lives, because many remain within their homes, or attending, for years, special schools, or even in the care of a guardian, living in situations of underestimation, submission and being discouraged to live with autonomy.