Education, skills and the labor market: discursive functioning

Abstract

Society structurally associates physical disability with inability and even disability, a prejudice that arises solely because of deviation from standards defined as “normal.” What is initially visible is the pseudo-fit between body and functionality, that is, the ability of the physical body to perform activities that are considered normal in a society that values production - speed, investment in quality, performance. However, the present study attempted to examine bibliographically in the light of discourse analysis the relationship between subject - education - labor market, with the discursive relationships about ability discrimination serving as cornerstones that reproduce the imaginary about lack, disability, whether physical or not. An important discursive functioning between education and the labor market can be observed in the conditions of the daily production of a person with a disability, who is excluded from the social environment, is constituted as a subject because of the disability and suffers silence about what goes beyond it Disability, that is, attributes such as competence are disregarded through the practice of structural prejudice. Therefore, this article will provide within its pages possible answers to the question: what is the relationship between education, the labor market and the constitution of the subject, given the functioning of a society that reproduces ableist discourse?