Projeto de vida inclusivo: um olhar para o desenvolvimento da subjetividade de pessoas com deficiência intelectual

• Ano de defesa: 2022
• Autor(a) principal: Martinez, Victor da Silva
• Orientador(a): Sousa, Clarilza Prado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Pessoa com deficiência intelectual; Projeto de vida; Subjetividade; Identidade; Profissionalização
• Palavras-chave em Inglês: Person with intellectual disability; Life project; Subjectivity; Identity; Professionalization
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/31006

The present study had as general objective to develop a methodological proposal that would help students with intellectual disabilities participating in the Initiation to the World of Work Program to develop their life project in a perspective that contemplated their subjectivity and their identity aspects. The specific objectives worked during the research were: (1) to relate the concept of human diversity to the social formation of people with intellectual disabilities and their representations, considering the factors related to their identity and otherness; (2) Establish the legal parameters that guide the inclusion of people with intellectual disabilities in the Initiation to the World of Work educational policy in line with the Life Project concept presented by the province of São Paulo; (3) conceptualize the life project theme based on the perspective of developing the subjectivity of the student; (4) test a set of educational practices designed with the purpose of strengthening the inclusion and development of the autonomy of people with intellectual disabilities in the construction of their life project. The educational practices are part of the Person-Centered Planning methodology and were applied in six meetings with eleven students participating in the Initiation to the World of Work program and an additional meeting of the two educators participating in the application process of the activities. For the collection of data and information obtained in the application of activities with the students and for the semi-structured interviews carried out with the educators participating in the process, the qualitative methodology of content analysis was used as a reference (Franco, 2021). The theoretical foundation brought in the first chapters of the study was through: (1) Related Studies that helped to understand that the themes of life project, people with intellectual disabilities and subjectivity had not yet been explored in a single research, demonstrating the novelty of the chosen theme, and also the need to work on the concepts found in related studies; (2) the understanding of identity concepts based on sociological studies by HALL (2020), BAUMAN (2001) and DUBAR (2009). The issues of otherness and social representations were also worked on with reference to the studies developed by MOSCOVICI (1981) and LEPRI (2012). For the development of the educational practices of the Initiation to the World of Work Program, the references of the document that guides the program in the city of São Paulo were considered. Curricular Common (BNCC) on the subject, in addition to the ideas established in the model of the integral education school proposed by the Government of the State of São Paulo regarding this content. The proposal for the construction of a life project with an existentialist basis that would value the subjectivity of the subject through intersubjectivity was mainly in reference to the studies proposed by HONNETH (2003) and by the criticism of the model of life projects based on a logic neoliberal. The references used in the first four chapters of this study allowed the construction of a philosophical and epistemological understanding in relation to the problem regarding the difficulty that people with intellectual disabilities have in continuing their life projects during or after the end of basic education. The study showed that the creation of a practice that rethinks this excluding logic is in fact a movement to confront neoliberal thinking, whose operating premise is competitiveness and the encouragement of relationships that privilege individualism