The adult development of the intellectual disability subject and the relationship with education for young and adults (EJA): an analysis, from the perspective of teachers

Abstract

This article analyzes from a teaching perspective the influence of inclusive pedagogical practices in a school for youth and adult education (EJA), for the development of the adult student with light or moderate intellectual disability. The study was made starting from a bibliographic and field research along with the faculty that act in the final years of middle and high school at EJA. It holds itself in the Cultural-Historical Theory of Vygotky, that understands the adult subject as a living being socially constituted,susceptible of environ mental development influences. The data points that the school is trying to act under the principles of inclusive education, where the pedagogical practice tend to contribute to the social development of the intellectual deficient adult subject, under a reconstruction of the right to study approach. However, they evidenced the need for the student awareness and his/her family group for the experience of adulthood, and the effective acting of the networks that give support to the families. The study also raises possibilities for counterpoints and deepening of the studies considering that it’s at EJA and effective experience of citizenship, overlapping the historical accommodations socially observed in the relation with disability.