A carregar...
Publicação
Reaprender a viver : Trajetórias, aprendizagens e identidades de adultos com deficiência adquirida
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.41 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente estudo procura promover o conhecimento sobre a realidade da deficiência, ao objetivar compreender como é que pessoas confrontadas com esta circunstância na idade adulta aprendem a viver com ela, identificando trajetórias, vivências e identidades com ela relacionadas.
Ancorado no paradigma relacional da deficiência – que a entende como produto da interação entre as circunstâncias pessoais e contextuais – este trabalho pretende dar voz a 21 adultos com deficiência neuromusculoesquelética adquirida, por via de uma abordagem metodológica qualitativa compreensiva que privilegia a escuta e a análise das suas narrativas sobre este plano da vida.
Os dados recolhidos permitem a identificação de tipos específicos de trajetórias biográficas pós-deficiência em quatro grandes domínios da vida, bem como modos diversificados de viver e se identificar com esta circunstância, que são influenciados por múltiplos atores e fatores, demonstrando que a deficiência é uma realidade complexa e com inúmeras facetas, muitas delas bem distantes da visão trágica corrente sobre ela. Mais concretamente, este trabalho permite constatar que, apesar das consequências dramáticas que acarreta e das alterações nas trajetórias biográficas que determina, a deficiência também pode representar uma oportunidade de crescimento e de amadurecimento pessoal, com repercussões pessoais e sociais positivas, reforçando a conclusão de que o ser humano é capaz de aprender em qualquer altura, lugar e circunstância da vida, promovendo a mudança dos contextos onde se insere. Será por isso que estas pessoas se tendem a considerar incluídas na comunidade a que pertencem, nomeadamente nos círculos restritos que frequentam, onde é possível assistir a um processo de “normalização” da deficiência, apesar da existência de uma transacção biográfica, por vezes tensional, entre a identidade atribuída (identidade para o outro) e a identidade reivindicada (identidade para si). Desta forma, pode concluir-se que adquirir uma deficiência implica o desencadeamento de processos de aprendizagem de cariz experiencial, com repercussões significativas, existenciais e transformativas, que podem e devem ser explorados para promover uma reabilitação mais equilibrada e inclusiva de quem passa por este tipo de situações.
This study aims to promote knowledge about the reality of disability by trying to understand how people, who are confronted with this circumstance in adulthood, learn to live with it, identifying trajectories, experiences and identities related to it. Anchored in the relational paradigm of disability - which understands it as a product of interaction between personal and contextual circumstances - this work aims to give voice to 21 adults with acquired neuromusculoskeletal disabilities, through a comprehensive qualitative methodological approach that privileges listening and analyzing narratives about this plan of their life. The data collected allows the identification of specific types of post-disability biographical trajectories in four major areas of life, as well as diversified ways of living and identifying with this circumstance, which are influenced by multiple actors and factors, demonstrating that disability is a complex reality and with numerous facets, many of them are far away from the current tragic vision about it. More specifically, this work shows that, despite the dramatic consequences it brings and the changes that determines in the biographical trajectories, disability can also represent an opportunity for personal growth and ripness, with positive personal and social repercussions, reinforcing the conclusion that the human being is able to learn at any time, place and circumstance of life, promoting change in the contexts where it is. That is why these people tend to consider themselves included in the community they belong, namely in the restricted circles they attend, where it is possible to watch a process of “normalization” of the disability, despite the existence of a biographical transaction, sometimes tension, between the assigned identity (identity for the other) and the claimed identity (identity for you). Thus, it can be concluded that acquiring a disability implies the triggering of experiential learning processes, with significant, existential and transformative repercussions, which can and should be explored to promote a more balanced and inclusive rehabilitation of those who experience this type of situations.
This study aims to promote knowledge about the reality of disability by trying to understand how people, who are confronted with this circumstance in adulthood, learn to live with it, identifying trajectories, experiences and identities related to it. Anchored in the relational paradigm of disability - which understands it as a product of interaction between personal and contextual circumstances - this work aims to give voice to 21 adults with acquired neuromusculoskeletal disabilities, through a comprehensive qualitative methodological approach that privileges listening and analyzing narratives about this plan of their life. The data collected allows the identification of specific types of post-disability biographical trajectories in four major areas of life, as well as diversified ways of living and identifying with this circumstance, which are influenced by multiple actors and factors, demonstrating that disability is a complex reality and with numerous facets, many of them are far away from the current tragic vision about it. More specifically, this work shows that, despite the dramatic consequences it brings and the changes that determines in the biographical trajectories, disability can also represent an opportunity for personal growth and ripness, with positive personal and social repercussions, reinforcing the conclusion that the human being is able to learn at any time, place and circumstance of life, promoting change in the contexts where it is. That is why these people tend to consider themselves included in the community they belong, namely in the restricted circles they attend, where it is possible to watch a process of “normalization” of the disability, despite the existence of a biographical transaction, sometimes tension, between the assigned identity (identity for the other) and the claimed identity (identity for you). Thus, it can be concluded that acquiring a disability implies the triggering of experiential learning processes, with significant, existential and transformative repercussions, which can and should be explored to promote a more balanced and inclusive rehabilitation of those who experience this type of situations.
Descrição
Palavras-chave
deficiência formação de adultos aprendizagem trajetórias de vida identidade disability adult education learning life trajectories identity