AUTONOMY FOR PEOPLE WITH INTELLECTUAL DISABILITIES: REFLECTIONS FROM SPECIAL/INCLUSIVE EDUCATION AND THE WORLD OF WORK

Abstract

The article analyzes the citizenship of people with intellectual disabilities based on the guarantee of fundamental rights such as education and work, which are seen as pillars for building autonomy and social inclusion. Based on a theoretical section of doctoral research, the text discusses how the change in cultural and legislative paradigms has contributed to recognizing the dignity and value of these people, favouring the formulation of life projects that respect their specificities. The discussion starts from the understanding that education and work not only guarantee rights, but also provide existential meaning and full inclusion in society.

In terms of education, the article covers historical milestones, from the first clinical-pedagogical movements in the 19th century to the contemporary public policies that have consolidated inclusive education in Brazil. It highlights the transition from segregationist models to an educational system that seeks to cater for human diversity in its multiple forms of learning. Despite legal advances, the text recognizes persistent challenges in making inclusion a reality, especially in terms of access, permanence and success at school for people with disabilities, revealing an exclusion that is often silent and structural in everyday school life.

DOI: https://doi.org/10.56238/sevened2025.011-080