Trabalhadores com Síndrome de Down: Autonomia e Bem-Estar no Trabalho

Alex Sandro Corrêa; José Leon Crochick; Rodrigo Nuno Peiró Correia; Fabiana Duarte de Sousa Ventura

doi:10.21814/rlec.3483

Authors

Alex Sandro Corrêa Instituto Federal de Educação, Ciência e Tecnologia de São Paulo, São Paulo, Brazil https://orcid.org/0000-0002-6847-3563
José Leon Crochick Programa de Pós-Graduação em Educação e Saúde na Infância e na Adolescência, Universidade Federal de São Paulo, São Paulo, Brazil https://orcid.org/0000-0002-2767-3091
Rodrigo Nuno Peiró Correia Instituto de Psicologia, Universidade de São Paulo, São Paulo, Brazil https://orcid.org/0000-0003-1929-0282
Fabiana Duarte de Sousa Ventura Instituto de Psicologia, Universidade de São Paulo, São Paulo, Brazil

DOI:

https://doi.org/10.21814/rlec.3483

Keywords:

autonomy, wellness, intellectual disability, labor market, inclusion

Abstract

This article presents a research report that was replicated in the city of São Paulo (Brazil) of the one developed in Portugal by Veiga and Fernandes (2014). It reflects on some research data, which demonstrate the role, importance and impact of being admitted in the world of work in the lives of workers with Down syndrome, including the feeling of wellness, autonomy, and friendship acquired. These workers were interviewed, as were their immediate bosses, friends and co-workers, and the observations made at the workplace. Knowing that social inclusion does not occur outside work, we highlight the importance of public policies in promoting rights and defending the rights already achieved, including the active participation of people with Down syndrome in society. This study showed that the achievement of a job made it possible to increase self-esteem, to develop autonomy and wellness of workers, providing them with achievements in the affective-social field (dating and friendships), in the family, economic and professional spheres, albeit with restrictions. The job also provided the feeling of being more useful and accepted by peers (“a sense of belonging”). It also allowed the possibility of contributing to the family and making plans for the future, with the same projects as any young adult, such as travelling, getting married and having children.

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Author Biographies

Alex Sandro Corrêa, Instituto Federal de Educação, Ciência e Tecnologia de São Paulo, São Paulo, Brazil

Alex Sandro Corrêa is graduated in geography from the University of Guarulhos (1993), master in education in the Education Program: History, Politics and Society at the Pontifical Catholic University (2005) and doctor in school psychology and human development by the Psychology Institute of the University of São Paulo, where he works as a member of the Laboratory Studies on Prejudice at the same institution. He is a professor at the Federal Institute of Education, Science and Technology in São Paulo. He has experience teaching and acting in undergraduate courses, technical courses integrated into high school, internship guidance and volunteer coordinator at the Institutional Program for Teaching Initiation Scholarship.

José Leon Crochick, Programa de Pós-Graduação em Educação e Saúde na Infância e na Adolescência, Universidade Federal de São Paulo, São Paulo, Brazil

José Leon Crochick is a psychologist (1979), master in social psychology (1985), a doctor in school psychology and human development (1990) and associate professor in psychology at the Psychology Institute of the Univeristy of São Paulo (USP; 1999). He is an accredited professor of the Postgraduate Program in Education and Health in Childhood and Adolescence at Federal University of São Paulo, visiting professor of the postgraduate course in education at the State University of Maringá, and retired full professor at the Institute of Psychology at USP (2006). He is a Conselho Nacional de Desenvolvimento Científico e Tecnológico research productivity scholarship; regular support to Fundação de Amparo à Pesquisa do Estado de São Paulo’s research, to develop a project on professional inclusion of young people with intellectual disabilities. Author of the book Preconceito, Indivíduo e Cultura (Prejudice, Individual and Culture; Editora Casa do Psicólogo). Its theoretical reference is the works of the critical theory of society, from which it mainly analyzes the following research themes: prejudice, bullying and inclusive education.

Rodrigo Nuno Peiró Correia, Instituto de Psicologia, Universidade de São Paulo, São Paulo, Brazil

Rodrigo Nuno Peiró Correia is graduated in business administration from the Pontifical Catholic University of São Paulo (1997) and graduated in physical education (bachelor’s and bachelor’s degree) from the University of São Paulo (USP; 2003). He has a master’s in physical education from the USP (2008) and currently studying for a PhD in school psychology and human development at the Psychology Institute of the USP and a member of the Laboratory for Studies on Prejudice in the same institution. He has experience in business administration (banks and financial institutions) and physical education, namely the school of physical education, physical conditioning, sports training and adapted physical education. He is currently an effective public servant at the Municipal Sports and Leisure Department of São Paulo and advisor to the Regional Council of Physical Education of the state of São Paulo.

Fabiana Duarte de Sousa Ventura, Instituto de Psicologia, Universidade de São Paulo, São Paulo, Brazil

Fabiana Duarte de Sousa Ventura is a psychologist and pedagogue, postgraduate in inclusive education and human behaviour analysis, consultant in inclusion and diversity. She is the creator of the Simbora Gente Institute and a member of the Laboratory for Studies on Prejudice. Co-author of the book Inclusão Profissional de Trabalhadores com Deficiência Intelectual na Cidade de São Paulo (Professional Inclusion of Workers With Intellectual Disability in the City of São Paulo). She is a researcher and speaker.

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