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Pode alguém ser quem não é? : percursos de transição para a vida adulta de indivíduos classificados na categoria deficiência intelectual
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Resumo(s)
Esta investigação procura contribuir para aprofundar o conhecimento sobre jovens portugueses com a pluralidade das experiências de classificação numa categoria estigmatizada e invisível. Com idades compreendidas entre os vinte e quatro e os quarenta e um anos, nenhum destes participantes nasceu com uma condição conhecida de deficiência, acabando por ser classificados na categoria deficiência intelectual (DI), na sua maioria, por não responderem aos desafios do currículo nacional para o ensino básico. O principal objetivo consiste em compreender os modos de transição para a vida adulta de um grupo de vinte indivíduos. Ancorada no modelo social da deficiência, esta investigação assenta numa conceção de deficiência que a define como o produto da interação entre os indivíduos e as condições ambientais. Sob a moldura metodológica “curso de vida”, que sustenta a impossibilidade de separar a experiência vivida de deficiência do contexto histórico e político (Priestley, 2001), procurou-se, numa dança permanente entre os planos macro e micro, reconstruir as trajetórias biográficas e compreender os fatores que influenciam os processos de acesso à condição adulta. Para apoiar a operacionalização da investigação identificaram-se seis dimensões (efeito da classificação na (re)construção identitária, trajetórias escolares e formativas, entrada no mundo do trabalho e experiência profissional, autodeterminação, vida socioafetiva e parentalidade) que facilitaram a compreensão e explicação das lógicas de transição. Defende-se a tese de que todos os cursos de vida foram amplamente influenciados pela categorização, mas que são os fatores ambientais, como as condições objetivas de vida (Wehmeyer et al., 2003) e a ação dos sujeitos, materializada no modo como intervêm na construção das suas biografias, planeiam e executam os seus objetivos, que parecem concorrer para a impressão de modos diversificados de transição à condição adulta. De forma a tornar mais inteligível a compreensão da diversidade dos perfis de transição, propõem-se cinco modelos típicos (Transições suspensas; Transições impostas; Transições progressivas; Transições conquistadas e Transições penhoradas) que reúnem simultaneamente as singularidades e complexidades presentes nos cursos de vida estudados.
This research seeks to deepen the knowledge about Portuguese young adults with a multitude of classification experiences in an invisible and stigmatized category. Falling under an age bracket between twenty-four and forty-one, none of them was born with a known disability condition, though they ended up being classified under the Intellectual Disability category, in most cases because they were unable to respond satisfactorily to the challenges of the Portuguese National Curriculum for primary education. The main goal of this research is to understand the ways of transition to adult life from a group of twenty people. Grounded in the social disability model, this study holds on the conception of disability as a product of the interaction of people and their environment. With the “life course” framework that states the impossibility of splitting life disability experience from the political and historical environment (Priestley, 2001), seeks, in a permanent dance between macro and micro dimensions, rebuild the biographies and understand the factors which determined the access of adultness. To support the research operationalization six dimensions were identified to explain and understand the transition logics (the classification effect at the identity (re)building, school and formative trajectories, ingress in the work world and professional experience, self-determination, parenthood and socio-affective life. The current study states that all courses of life were deeply conditionate by the categorization but are the environmental factors such as the objective life conditions (Wehmeyer et al., 2003) and the subjects actions, materialized in the ways they intervene and build their biographies, plan and achieve their goals that seem to concur to the distinct ways to adulthood. To facilitate the understanding of the multitude of transition ways to adulthood, five typical models were proposed (suspended transition, imposed transition, progressive transition, conquered transition and foreclosed transition) bringing together, at the same time, the singularities and complexities of the life courses studied.
This research seeks to deepen the knowledge about Portuguese young adults with a multitude of classification experiences in an invisible and stigmatized category. Falling under an age bracket between twenty-four and forty-one, none of them was born with a known disability condition, though they ended up being classified under the Intellectual Disability category, in most cases because they were unable to respond satisfactorily to the challenges of the Portuguese National Curriculum for primary education. The main goal of this research is to understand the ways of transition to adult life from a group of twenty people. Grounded in the social disability model, this study holds on the conception of disability as a product of the interaction of people and their environment. With the “life course” framework that states the impossibility of splitting life disability experience from the political and historical environment (Priestley, 2001), seeks, in a permanent dance between macro and micro dimensions, rebuild the biographies and understand the factors which determined the access of adultness. To support the research operationalization six dimensions were identified to explain and understand the transition logics (the classification effect at the identity (re)building, school and formative trajectories, ingress in the work world and professional experience, self-determination, parenthood and socio-affective life. The current study states that all courses of life were deeply conditionate by the categorization but are the environmental factors such as the objective life conditions (Wehmeyer et al., 2003) and the subjects actions, materialized in the ways they intervene and build their biographies, plan and achieve their goals that seem to concur to the distinct ways to adulthood. To facilitate the understanding of the multitude of transition ways to adulthood, five typical models were proposed (suspended transition, imposed transition, progressive transition, conquered transition and foreclosed transition) bringing together, at the same time, the singularities and complexities of the life courses studied.
Descrição
Tese de doutoramento, Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Teses de doutoramento - 2018