Abstract:
This empirical and qualitative research is based on the assumption that care, being the essence of life, present in all human acts, from the creative action of God, is also represented in its daily activities, as an embodiment of inclusion. The objective of this study is to verify to what extent care, expressed in the pedagogical actions related to students with physical and intellectual disabilities in High School, can contribute to the access of students with disabilities to the job market and to Higher Education. Based on data obtained through a questionnaire and observation of the school environment of two schools in the cocoa region in Bahia, it is sought to verify how the care present in pedagogical actions contributes to the inclusion of students with disabilities in the job market and in the academic space. In this study, Leonardo Boff's definitions contribute to understanding care as an action. Thus, the school environment, despite the current legislation and the social appeal, has not yet reinvented itself as an inclusive space for people with disabilities in the labor market and in the academic world, although this demand is increasing its visibility every day based on achievements. supported not only by legislation but also by representations in social spaces such as academia, politics, justice, among others that contribute to highlight the importance of education in the process of building a more inclusive society.
