DISABILITY AND SOCIAL CLASS

AN INTERSECTIONAL APPROACH IN DIALOGUE WITH PAULO FREIRE'S THOUGHT

Abstract

The article presents an intersectional approach between disability and social class in dialogue with Paulo Freire's thought. In this dark moment that the country is going through, with reflections in the field of education and human rights, bringing Paulo Freire to the scene represents another look at inclusion and people with disabilities. The discussion present in the text is referenced in the books: Education & Change; Autonomy pedagogy: knowledge necessary for educational practice; Pedagogy of the Oppressed and Pedagogy of Hope: a re-encounter with the Pedagogy of the Oppressed. The methodology was based on the study and reading, in full of the cited works and on the construction of relationships between the pedagogical principles present in Freire's works and the assumptions that guide the educational inclusion of people with disabilities, outlined by the socioeconomic marker. Our premise is that inclusion requires construction of another pedagogical paradigm, in which anti-capacitation, respect, acceptance and recognition of diversity are non-negotiable pedagogical principles.