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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-26T12:46:51Z No. of bitstreams: 2 Dissertação -Tanieli de Moraes Guimarães Silva - 2015.pdf: 1311221 bytes, checksum: 5f3fdff2059ba15d5c75dbab0211f9fa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-05-26T12:49:47Z (GMT) No. of bitstreams: 2 Dissertação -Tanieli de Moraes Guimarães Silva - 2015.pdf: 1311221 bytes, checksum: 5f3fdff2059ba15d5c75dbab0211f9fa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-05-26T12:49:47Z (GMT). No. of bitstreams: 2 Dissertação -Tanieli de Moraes Guimarães Silva - 2015.pdf: 1311221 bytes, checksum: 5f3fdff2059ba15d5c75dbab0211f9fa (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-23 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This work aims to reflect about lesbian existences daily violence and “handlings”, from life trajectories of women who have affective-sexual relationships with other women in Goiânia. The main theoretical axis consists of theorizations from Butler (2000; 2010) about gender and sexuality, Das (1999) about violence, and Ortner (2007) about agency. The method used is the Life History and the ethnographic, with participant observations carried out in bars, nightclubs, houses, among other spaces, and semi-structured interviews with ten women from 24 to 30 years old. Through the life stories presented, it is possible to see that lesbian women are marked, in a more or less intense and direct way, by daily violence, which can be embedded in all of their contexts. Two of them are problematized here: the family and the religious ones. Faced at this reality, lesbian women have to “handle things”, in other words, they have to develop strategies and abilities to defend themselves. Therefore, “handling” is a form of agency, a resistance to a heteronormative society that insists on forcing a coherence among sex, gender, desire and sexual practice. However, there is a relation of desire-violence-guilt that permeates most of the trajectories presented here, which makes it evident that resisting is not an easy task. / Este trabalho objetiva refletir sobre lesbianidades, violências cotidianas e “manobras”, a partir de trajetórias de vida de mulheres que se relacionam afetivo-sexualmente com mulheres em Goiânia. O eixo teórico central é constituído por teorizações de Butler (2000; 2010) acerca de gênero e sexualidade, de Das (1999) sobre violência, e Ortner (2007) acerca de agência. O método utilizado é o da História de Vida e o etnográfico, tendo sido realizadas observações participantes em bares, boates, casas, entre outros espaços, e entrevistas semiestruturadas com dez mulheres de 24 a 30 anos. Por meio das histórias de vida apresentadas, é possível perceber que mulheres lésbicas estão marcadas de forma mais ou menos intensa e direta por violências cotidianas, sendo que estas podem estar inseridas em todos os seus contextos, sendo que dois desses serão problematizados aqui: o familiar e o religioso. Frente a essa realidade, mulheres lésbicas têm que “manobrar as coisas”, ou seja, precisam desenvolver estratégias e habilidades para se defender. Assim, a “manobra” é uma forma de agência, é resistência frente à sociedade heteronormativa que insiste em forçar uma coerência entre sexo, gênero, desejo e prática sexual. Porém há uma relação entre desejo-violência-culpa que perpassa a maioria das trajetórias aqui presentes, o que evidencia que resistir não é tarefa fácil.

Les migrants d’Afrique subsaharienne paient un lourd tribut au VIH/sida et à l’hépatite B en France, puisqu’ils représentaient en 2013 31% des découvertes de séropositivité au VIH et 40% des patients pris en charge pour une hépatite B chronique. Cette thèse a pour objectif de comprendre l’impact de la maladie dans des vies déjà marquées par la migration, dans une dans une perspective holistique, c’est-à-dire qui prend en compte les différents éléments structurants de la trajectoire, qu’ils soient résidentiels (dont la migration), familiaux, professionnels, administratifs etc. L’enquête Parcours a permis de collecter de façon quantitative les histoires de vie de 2468 migrants subsahariens en Ile-de-France, 926 vivant avec le VIH, 779 vivant avec une hépatite B (non infectés par le VIH) et 763 n’ayant aucune de ces infections. Les parcours de vie de ces personnes ont été recueillis au moyen d’un questionnaire biographique qui renseigne les éléments structurants de la trajectoire de vie (professionnels, familiaux, conjugaux, résidentiels, etc…). Pour analyser ces trajectoires, les méthodes classiques d’analyse de survie ont été mobilisées, ainsi que les méthodes d’analyse de séquence du type Optimal Matching. Les trajectoires d’installation des migrants en France, qu’ils soient ou non atteints par le VIH ou l’hépatite B, ont été marquées par une grande insécurité dans les premières années, insécurité en termes de logement, de titres de séjour et d’emploi qui a duré six ans en médiane. Bien souvent, l’annonce de la maladie a précisément eu lieu à ce moment de l’arrivée en France. La migration elle-même a eu un impact majeur sur les trajectoires de vie des personnes sur le plan familial et professionnel. L’annonce d’une hépatite B chronique n’a elle pas d’effet sur les trajectoire de vie, tandis que le VIH entraîne une détérioration importante du bien-être, sans pour autant influer sur les trajectoires de couple ou d’emploi. Enfin, les personnes ayant obtenu un titre de séjour pour soins sont discriminées dans leur accès à la carte de résident ou la nationalité française. / Migrants from Sub-Saharan Africa are very much affected by HIV/AIDS and hepatitis B in France; in 2013 they represented 31% of seropositivity discoveries for HIV and 40% of the patients taken in charge for a chronic hepatitis B. This thesis aims to understand the impact of illness in lives that are already affected by migration, in a holistic approach, which takes into account the different structuring elements of the trajectory, which may be residential (including migration), family-related, professional, administrative, etc. The Parcours survey is a quantitative biographical survey that collected 2468 life trajectories of Sub-Saharan migrants in Paris greater are, 926 living with HIV, 779 living with a chronic Hepatitis B (and not infected by HIV) and 763 who had neither of these two infections. These persons’ life courses have been collected with a biographical questionnaire which gathers information about different structuring elements of the life trajectory (professional, family-related, marital, residential, etc…). To analyse these life courses, classic survival methods were used, along with sequence analyses such as Optimal Matching. A common feature of all Sub-Saharan migrants’ integration pathways is the insecurity they experienced during their first years in France in terms of housing, legal documents and employment, which for most of them lasted more than six years and which was independent from the fact of being infected by HIV or chronic Hepatitis B. The diagnosis of illness often occured precisely at this moment of arrival in France. Migration itself had a major impact on life courses at the family and occupational level. The diagnosis for chronic Hepatitis B has no impact on life trajectories, whereas HIV diagnosis entailed an important degradation of well-being but did not impact on conjugal or employment trajectories. Finally, persons holding a permit of stay for health reasons are discriminated in their access to resident card or French nationality.

[pt] A juventude constitui parcela considerável da sociedade brasileira e a pro-dução de pesquisa neste campo é crescente, destacando-se o desafio de compreen-der a diversidade das culturas juvenis. Esta pesquisa visa à interpretação das traje-tórias de vida de cinco jovens de classe popular, moradores da região metropolita-na do Rio de Janeiro, que participaram do filme documentário Últimas Conversas, do diretor brasileiro Eduardo Coutinho. Ao narrar suas histórias de vida, em dois momentos distintos, no filme e nesta pesquisa, os jovens abordam fatores sociais que interferem em suas vivências. Gênero, origem socioeconômica, local de mo-radia e a cor da pele aparecem entrelaçados às suas vidas familiar e escolar e às experiências no mundo do trabalho. Embora sejam de origem social similar, pode-se perceber a diversidade de seus comportamentos, escolhas e valores. A partir das cinco trajetórias dos jovens entrevistados, pode-se identificar e compreender as distintas formas de enfrentamento das persistentes desigualdades sociais. Esta pesquisa longitudinal está no campo dos estudos sociológicos sobre juventudes de classe popular, considerando as limitações impostas pelas desigualdades e utili-zando os fatores da cultura para refletir sobre as variações existentes nas trajetó-rias desses jovens e compreender o que possibilita o acesso a diferentes caminhos e oportunidades. / [en] Youth is a considerable part of Brazilian society and the production of research in this field is growing, highlighting the challenge of understanding the diversity of youth cultures. This research aims at the interpretation of the life trajectories of five young people of the popular class, residents of the metropolitan region of Rio de Janeiro, who participated in the documentary film Últimas Conversas, by Brazilian director Eduardo Coutinho. When narrating their life stories in two different moments in the film, and in this research, young people address social factors that interfere in their experiences. Gender, socioeconomic background, place of residence and skin color appear intertwined with your family and school life and your experiences in the world of work. Although they are of similar social origin, you can see the diversity of their behaviors, choices and values. From the five trajectories of the young people interviewed, it is possible to identify and understand the different ways of facing persistent social inequalities. This longitudinal research is in the field of sociological studies on youths of the popular class, considering the limitations imposed by inequalities and using cultural factors to reflect on the existing variations in the trajectories of these young people and understand what allows access to different paths and opportunities.

Malgré la diversité des recherches sur la parentalité adolescente, l'analyse des trajectoires parentales et des facteurs qui peuvent moduler l'effet de cet événement sur la scolarité demeure peu documentée. C'est précisément sur cet aspect que se penche la présente étude. L'objectif général de ce mémoire est de voir dans quelle mesure les différentes trajectoires adoptées par les jeunes parents sont associées à l’obtention des diplômes scolaires. Évidemment, les parents adolescents forment un groupe qui est plus à risque de ne pas avoir obtenu de diplôme secondaire vers 20 ans. Cependant, nous soutenons que la trajectoire parentale est différente pour chaque individu et qu'elle peut modifier la probabilité d’obtention des diplômes secondaire et postsecondaire. Les résultats des analyses de régression sur les données de l'Enquête auprès des jeunes en transition nous montrent que ce n’est pas le simple fait d’être parent qui influe sur la scolarité des jeunes, mais plutôt le type de trajectoires scolaires empruntées par ces derniers. Ainsi, certaines trajectoires parentales moins stables et plus précoces ont plus d’impact sur la non obtention d’un diplôme d’études secondaire, que les trajectoires parentales stables, qu’il s’agisse de monoparentalité ou de famille cohabitante. La précocité est donc un facteur d’influence différencié selon le type de parcours conjugal. De plus, nous observons que cette association entre certaines trajectoires parentales et l’obtention d’un diplôme s’observe également chez les hommes même si le type de trajectoire parentale est globalement moins explicatif que pour les femmes. Finalement, les variables reliées à la performance scolaire à 15 ans médiatisent en partie l’impact des trajectoires parentales sur le statut scolaire à 23 ans, ce qui suggère que l’association peut s’interpréter aussi comme un effet de la scolarité sur la parentalité. / Although many studies on teenage parenthood have been realized, little research examined the effect of parental trajectories on school graduation. The aim of this study is to better understand how teen parents' life trajectories influenced the probability of getting a diploma. Obviously, young parents have higher risk of not being graduated of high school before their 20 years old. However, we support that teen parents' life trajectories are different for each. In consequence the probability of getting a diploma can be modified. Based on data from the Youth in Transition Survey collected between 2000 and 2007, our results from regression analyses suggest that the simple fact of being a teenage parent does not explain all consequences on school graduation. The probability of getting a diploma would rather be influenced by teen parents' life trajectories. Additionally, results suggest that instable and early parenthood contribute to the likelihood of not being graduated at 23 years old. Our result shows that early parenthood has to be analyzed differently and a combination between precocity and instability help to better understand the effects of adolescent parenthood on diplomation. An association between academic performances at 15 years old and the level of education at 23 years old was also found, which may explain why this association may influences the probability of getting a diploma.

<p>This thesis analyse how life-histories are expressed and reformulated in connection to a life crisis of ill health. The study is based on ten interviews with people who in connection with ill health have made use of treatments within both orthodox medicine and complementary medicine and who have also developed various forms of self-treatment. The overall aim is, with a point of departure in the concepts health, healing and trust, to analyse narratives as a practice through which the respondents create identity and a life-context. The signifi cance of constructing the (auto)biography of the healing narrative – a form of narrative and performative act – runs as the main thread through the thesis. This act makes up the practice that is recurrently discussed in several of the thesis’ chapters and is synonymously termed the telling of healing narratives or or to narrate health and healing. The analysis of the narrative’s The analysis of the narrative’s healing main themes is mirrored in the order of the chapters. The study is broadly thematic and structured as a generalised healing process beginning with upheaval, continuing with crisis and social drama, and further to the endeavour of expressing values and judgements in a public context.</p><p>The interview themes of self-treatment and alternative treatment have occasioned the investigation into what an ethno-medical perspective can bring to analyses of people’s experiences of ill health in an everyday medical context. One of the points of having the concept ethno-medicine as a starting point is that every practice or narrative formation is ascribed with a potential for interpretation in its creation of knowledge. Another chapter deals with two themes of identity and life-history construction in the practice of healing narratives – the need for a chronology and reappraised perspectives on body, health and lifestyle. Healing narratives can be understood as a genre of life-historical narratives where life is often described as a linear course of events. A model by the anthropologist Victor Turner on the course and content of social drama is used as a comment to analyses of three respondents’ narratives in another chapter. A drama can be understood as a tragic course of events, based on an accident or an upsetting incident that roughly revolves around event/crisis, chaos and the striving for restoration. The concept of other journals is then used to make visible the everyday medical administrative practice and refers to the documentation used in the form of collected documents, written notes, and diaries. As an unexpected part of healing processes, the necessity of familiarising oneself with rules, laws and health insurance systems in order to be able to claim one’s rights is brought forward.</p><p>The social transformation process of various care practices in society makes up both a context and a commonly occurring theme in the narratives that the thesis is based upon. A modern health culture that gains strength from loosely composed social movements exerts infl uence on all levels of society. With an increased individual responsibility, the need grows to fi nd one’s own healing strategies and to create one’s own life-history in narratives that mirror this transformation in an everyday context. Healing narratives can be seen as a form of evaluation of health-care practices where experiences of treatment and notions of health and cure and healing are concretised.</p>

This thesis analyse how life-histories are expressed and reformulated in connection to a life crisis of ill health. The study is based on ten interviews with people who in connection with ill health have made use of treatments within both orthodox medicine and complementary medicine and who have also developed various forms of self-treatment. The overall aim is, with a point of departure in the concepts health, healing and trust, to analyse narratives as a practice through which the respondents create identity and a life-context. The signifi cance of constructing the (auto)biography of the healing narrative – a form of narrative and performative act – runs as the main thread through the thesis. This act makes up the practice that is recurrently discussed in several of the thesis’ chapters and is synonymously termed the telling of healing narratives or or to narrate health and healing. The analysis of the narrative’s The analysis of the narrative’s healing main themes is mirrored in the order of the chapters. The study is broadly thematic and structured as a generalised healing process beginning with upheaval, continuing with crisis and social drama, and further to the endeavour of expressing values and judgements in a public context. The interview themes of self-treatment and alternative treatment have occasioned the investigation into what an ethno-medical perspective can bring to analyses of people’s experiences of ill health in an everyday medical context. One of the points of having the concept ethno-medicine as a starting point is that every practice or narrative formation is ascribed with a potential for interpretation in its creation of knowledge. Another chapter deals with two themes of identity and life-history construction in the practice of healing narratives – the need for a chronology and reappraised perspectives on body, health and lifestyle. Healing narratives can be understood as a genre of life-historical narratives where life is often described as a linear course of events. A model by the anthropologist Victor Turner on the course and content of social drama is used as a comment to analyses of three respondents’ narratives in another chapter. A drama can be understood as a tragic course of events, based on an accident or an upsetting incident that roughly revolves around event/crisis, chaos and the striving for restoration. The concept of other journals is then used to make visible the everyday medical administrative practice and refers to the documentation used in the form of collected documents, written notes, and diaries. As an unexpected part of healing processes, the necessity of familiarising oneself with rules, laws and health insurance systems in order to be able to claim one’s rights is brought forward. The social transformation process of various care practices in society makes up both a context and a commonly occurring theme in the narratives that the thesis is based upon. A modern health culture that gains strength from loosely composed social movements exerts infl uence on all levels of society. With an increased individual responsibility, the need grows to fi nd one’s own healing strategies and to create one’s own life-history in narratives that mirror this transformation in an everyday context. Healing narratives can be seen as a form of evaluation of health-care practices where experiences of treatment and notions of health and cure and healing are concretised.

Fokus i denna avhandling utgör läkares och civilingenjörers kunskaps- och identifikationsprocesser under utbildning och arbete – vilka studeras som utsnitt ur levnadsbanor. Syftet är att beskriva och tolka relationen mellan högre utbildning och arbete, dels utifrån föreställningar i forskning och policy, dels utifrån människors subjektivitet, vardagserfarenheter och liv. Studien baseras på textanalys och intervjuer med läkare och IT-ingenjörer under de första åren i arbetslivet och yrket. Kännetecknande är att processer följs över tid genom en longitudinell design. Den teoretiska ramen struktureras runt tre länkade teman: Kunskap och dynamiker i det samtida samhället; Högre utbildning och arbete; Människors formbarhet. Reflexiv tolkning utgör metodologisk ansats. Begreppen flexibilitet, stabilitet och ambivalens används dialektiskt vid analys av empiriska data. Avhandlingen visar att människors subjektivitet och vardagserfarenheter samspelar med generella föreställningar och sammanhangens reella förhållanden. Utbildnings- och yrkesval kan förstås som uttryck för såväl reflexiva livsprojekt som subjektiva dynamiker. Att formas till civilingenjör och läkare ter sig på vitt skilda sätt. Ingenjörerna formas till generalister och ”spelar med säkra kort” medan läkarna bygger en karaktär och ”spelar med sig själva som insats”. I arbetet använder civilingenjörerna titeln som en flexibel strategi – identifikation är främst bunden till plats, funktion och arbetstid. Läkarnas identifikation med yrket utgör ett konstant tillstånd – läkare är något de alltid är, också på fritiden – yrket är starkt bundet till person. Resultaten indikerar att både ingenjörs- och läkaryrket kännetecknas av livslånga kvalificeringsprocesser. De visar sig stark exkluderande över tid. Relationen mellan högre utbildning och arbetet diskuteras vidare i avhandlingen genom människors levnadsbanor och i termer av såväl formbara som hållbara liv. / The focus of this thesis is the formation of knowledge and professional identification through physicians’ and engineers’ education and work – life-trajectories are the frame of interpretation. The aim is to describe and interpret the relationship between higher education and work, partly by studying ideas in research and educational policy, partly by people’s subjectivity, experiences and everyday life. This study is based on text analysis and interviews with physicians and engineers. The characteristic of this study is that processes are described and interpreted through a longitudinal design. The theoretical framework is built up by three interrelated themes: knowledge and dynamics in contemporary society; higher education and work; the reflexivity of the individuals. An overarching interpretive approach is applied, and the concepts of flexibility, stability and ambivalence are used dialectically in the analysis of empirical data. The study indicates interplay between subjectivity, everyday life experiences and conditions in different practices. The informants’ educational and career choice can be understood as expressions of reflexive life-projects or as subjective dynamics. Becoming an engineer or physician stand out as substantially different processes. The engineers in information technology are becoming generalists and are “playing the game with a safe hand”, while the physicians becoming characters and are “playing the game with oneself as stake”. At work the engineers are using their title as a flexible strategy – identification is confined to place of work, occupation and working hours. The physicians’ identification with their profession is a fixed state of mind – they are always physicians, even in their leisure time – the profession is associated with their personality. The results indicate that both engineers and physicians careers can be characterised by life-long qualification. It appears as a strongly excluding factor. The relationship between higher education and work is discussed as life-trajectories and in terms of formable and sustainable life.

Malgré la diversité des recherches sur la parentalité adolescente, l'analyse des trajectoires parentales et des facteurs qui peuvent moduler l'effet de cet événement sur la scolarité demeure peu documentée. C'est précisément sur cet aspect que se penche la présente étude. L'objectif général de ce mémoire est de voir dans quelle mesure les différentes trajectoires adoptées par les jeunes parents sont associées à l’obtention des diplômes scolaires. Évidemment, les parents adolescents forment un groupe qui est plus à risque de ne pas avoir obtenu de diplôme secondaire vers 20 ans. Cependant, nous soutenons que la trajectoire parentale est différente pour chaque individu et qu'elle peut modifier la probabilité d’obtention des diplômes secondaire et postsecondaire. Les résultats des analyses de régression sur les données de l'Enquête auprès des jeunes en transition nous montrent que ce n’est pas le simple fait d’être parent qui influe sur la scolarité des jeunes, mais plutôt le type de trajectoires scolaires empruntées par ces derniers. Ainsi, certaines trajectoires parentales moins stables et plus précoces ont plus d’impact sur la non obtention d’un diplôme d’études secondaire, que les trajectoires parentales stables, qu’il s’agisse de monoparentalité ou de famille cohabitante. La précocité est donc un facteur d’influence différencié selon le type de parcours conjugal. De plus, nous observons que cette association entre certaines trajectoires parentales et l’obtention d’un diplôme s’observe également chez les hommes même si le type de trajectoire parentale est globalement moins explicatif que pour les femmes. Finalement, les variables reliées à la performance scolaire à 15 ans médiatisent en partie l’impact des trajectoires parentales sur le statut scolaire à 23 ans, ce qui suggère que l’association peut s’interpréter aussi comme un effet de la scolarité sur la parentalité. / Although many studies on teenage parenthood have been realized, little research examined the effect of parental trajectories on school graduation. The aim of this study is to better understand how teen parents' life trajectories influenced the probability of getting a diploma. Obviously, young parents have higher risk of not being graduated of high school before their 20 years old. However, we support that teen parents' life trajectories are different for each. In consequence the probability of getting a diploma can be modified. Based on data from the Youth in Transition Survey collected between 2000 and 2007, our results from regression analyses suggest that the simple fact of being a teenage parent does not explain all consequences on school graduation. The probability of getting a diploma would rather be influenced by teen parents' life trajectories. Additionally, results suggest that instable and early parenthood contribute to the likelihood of not being graduated at 23 years old. Our result shows that early parenthood has to be analyzed differently and a combination between precocity and instability help to better understand the effects of adolescent parenthood on diplomation. An association between academic performances at 15 years old and the level of education at 23 years old was also found, which may explain why this association may influences the probability of getting a diploma.

A presente pesquisa analisa a interlocução entre a Educação de Jovens e Adultos (EJA) e a Educação Especial, por meio da construção de narrativas associadas às trajetórias de vida de três jovens com deficiência, matriculados na EJA, na Rede Pública Estadual de Ensino do Rio Grande do Sul, em escolas localizadas no município de Porto Alegre. A partir dos pressupostos da metodologia de história oral, a entrevista aberta foi utilizada como instrumento de pesquisa, tendo, como foco principal, as trajetórias escolares desses sujeitos. Integram ainda as ações da pesquisa: a análise dos indicadores numéricos do Censo Escolar da Educação Básica (anos 2010 e 2011) referentes à Educação Especial na Rede Estadual de Ensino do RS; a visitação e a observação em quatro escolas estaduais que apresentam número elevado de matrículas de pessoas com deficiência na Educação de Jovens e Adultos; a pesquisa exploratória sobre as produções acadêmicas, envolvendo temáticas atinentes à pesquisa. A abordagem sistêmica do pensamento científico constitui os pilares de sustentação teórica desta pesquisa, prioritariamente, as investigações feitas pelos estudiosos Gregory Bateson e Humberto Maturana. Após a transcrição das entrevistas, foram identificados, como eixos para a análise, os processos de estigmatização do Eu; as relações interpessoais (o eu e o outro); os percursos de escolarização e as possibilidades de Ser dos sujeitos. A construção das narrativas foi aliada à discussão das concepções de memória e temporalidades e de identidades individuais e coletivas, a partir do diálogo com os pressupostos da metodologia de história oral e do pensamento sistêmico. A construção das narrativas possibilitou as seguintes considerações: a necessidade de olhar o jovem e o adulto com deficiência além de suas condições orgânicas e de vê-los como sujeitos que têm possibilidades amplas e singulares de viver e aprender e que estas são afetadas pelo contexto social em que estão inseridos; o entendimento de que as trajetórias humanas dos jovens e adultos com deficiência, influenciadas pela cultura e pela linguagem, mostram que as necessidades e anseios desses jovens estão muito próximos das necessidades e anseios dos jovens do grupo social do qual fazem parte; a observação da importância atribuída pelos sujeitos aos processos de comunicação que lhes permitam desenvolver a relação de pertencimento e a participação social; a afirmação da influência dos processos estigmatizadores na restrição das possibilidades desses sujeitos, tanto na dimensão individual como na coletiva; a percepção do fracasso escolar como marca no percurso de escolarização desses sujeitos, reafirmando a constatação histórica de que o ensino exclusivamente especializado não tem cumprido o papel de ser uma etapa transitória na vida desses alunos; da repetição, no ensino comum, de estratégias que indicam a suposta incapacidade desses sujeitos e que são visíveis a partir da configuração de “arranjos escolares”, como a oferta da EJA no turno diurno; a premência de políticas públicas que confiram visibilidade à reflexão e à ação sobre a oferta do Atendimento Educacional Especializado (AEE) para jovens e adultos com deficiência; a necessidade de potencializar o diálogo entre as áreas da Educação Especial e da Educação de Jovens e Adultos, para o enfrentamento coletivo e multidisciplinar das situações desafiadoras que se apresentam. / This study analyzes the interlocution between Education of Young Adults and Adults (EJA) and Special Education through the construction of narratives associated with the life trajectories of three young people with disabilities enrolled in the EJA program of the Public Education Network of the State of Rio Grande do Sul, in schools located in the city of Porto Alegre. From the assumptions of the oral history methodology, the open interview was used as a research tool, focusing mainly on the school trajectories of these subjects. The following actions are also part of this research: the analysis of numeric indicators of the Basic Education Census (2010 and 2011) regarding Special Education in schools of the public education network of the State of RS; visitations and observations carried out in four state schools with a high number of enrollments of people with disabilities in the EJA program, and exploratory research of the academic work related to this theme. The systemic approach of the scientific thought constitutes the theoretical pillar of this research, particularly the investigations conducted by the scholars Gregory Bateson and Humberto Maturana. After the transcription of the interviews, the following items were identified as axis for the analysis: the processes of stigmatization of the self; interpersonal relationships (the self and others); the paths of schooling and the possibilities of being of the subject. The construction of narratives was linked to the discussion of the concepts of memory and temporality and of individual and collective identities, based on dialog, with the assumptions of the oral history methodology and systems thinking. The construction of narratives allowed the following considerations: the necessity of looking beyond the organic conditions of young adults and adults with disabilities and of seeing them as individuals with extensive and unique opportunities to live and learn, affected by the social context in which they are inserted; the understanding that the human trajectories of young adults and adults with disabilities, influenced by culture and language, shows that their needs and desires are closely related to the needs and aspirations of the young people of the social group to which they belong; the observation of the importance attributed by the subjects to the communication processes which enable them to develop a belonging relationship and social interaction; the assertion of the influence of the stigmatizing processes in restricting the possibilities of these subjects, both in the individual and the collective dimensions; the perception of school failure as a stain in the education processes of the subjects, reaffirming the historical finding that the exclusively specialized education has not fulfilled the role of transitory stage in the life of these students; the repetition, in the common education, of strategies indicating the supposed inability of these subjects, visible from the setting of “arranging school” such as the EJA day shift; the urgency of public policies giving visibility to the reflection and the action on the provision of Specialized Care Education (AEE) for young adults and adults with disabilities; the necessity to strength the dialogue between the areas of Special Education and Education of Young Adults and Adults, to the collective and multidisciplinary confrontation of the challenging situations. / Este estudio analiza la interacción entre la Educación para Jóvenes y Adultos (EJA) y La Educación Especial, a través de la construcción de narrativas basadas en experiencias de vida de 3 jóvenes con discapacidad, matriculados en la educación para adultos, en la Red Estatal de Educación Pública de Rio Grande do Sul, en escuelas ubicadas en la ciudad de Porto Alegre. Partiendo de los presupuestos contemplados en la metodología de la historia oral, se utilizó la entrevista abierta como una herramienta de investigación, con el objetivo principal de alcanzar a las trayectorias escolares de estos sujetos. Integran también esta investigación: análisis de los datos numéricos de la Educación Básica (2010 y 2011), relacionados con la Educación Especial en las escuelas públicas de Rio Grande do Sul; visitas y observación de cuatro escuelas públicas que cuentan con gran número de inscripciones de personas con discapacidad en la Educación para Jóvenes y Adultos (EJA); investigación exploratoria sobre las producciones académicas, relacionadas con el tema de la investigación. El enfoque sistémico de pensamiento científico se constituye como pilar teórico de este estudio, especialmente, el presente en las investigaciones realizadas por los estudiosos Gregory Bateson e Humberto Maturana. Después de transcribir las entrevistas, fueron identificados, como ejes para el análisis, los procesos de estigmatización de identidad; relaciones interpersonales (yo y el otro) la trayectoria y las posibilidades de ser del sujeto. La construcción de narrativas se alió a un debate sobre los conceptos de memoria y de la temporalidad y de las identidades individuales y colectivas, desde la integración con los presupuestos de la metodología de la historia oral y el pensamiento sistémico. La construcción de narrativas possibilitó las siguientes consideraciones: la necesidad de mirar a los jóvenes y adultos con discapacidad más allá de sus condiciones orgánicas; verlos como personas que tienen amplias oportunidades de vivir y aprender, y que estas están afectadas por el entorno en que se insertan; la comprensión de que las trayectorias personales de los jóvenes y adultos con discapacidad, influenciadas por la cultura y el lenguaje, muestra que las necesidades y los deseos de estos jóvenes están muy cerca de las necesidades y aspiraciones de los jóvenes del grupo social al que pertenecen; la observación de la importancia atribuida por los sujetos a los procesos de comunicación que les permitan desarrollar una relación de pertenencia y participación social; la afirmación de la influencia de los procesos de estigma en la restricción de las posibilidades de estas personas, tanto en la vida escolar de estos individuos, lo que ratifica la conclusión histórica de que la educación discriminada no ha alcanzado su objetivo de ser una etapa transitoria en la vida de estos estudiantes; la repetición en la enseñanza, de estrategias comunes, que indican una presunción de incapacidad de estos sujetos, y que son identificables desde la concepción de la “organización escolar”, como el ejemplo de la oferta de la Educación de Jóvenes y Adultos en el turno diurno, la urgencia de políticas públicas que den visibilidad a la reflexión y a la acción sobre la oferta de Atención Educacional Especializada (AEE) para jóvenes y adultos con discapacidad; la necesidad de fortalecer el diálogo entre las áreas de Educación Especial y Educación de Jóvenes y Adultos, para enfrentamiento colectivo y multidisciplinar contra los desafíos que se presentan.