Building Bridges

school and family sharing knowledge in the inclusive literacy of young adults

Abstract

Literacy acquires greater relevance when it concerns individuals with intellectual disabilities, who often face additional learning challenges. Aiming to investigate the dynamics of knowledge sharing between the school and families, this study focuses on literacy and the development of autonomy in young people and adults with intellectual disabilities. The research is conducted in an institution specialized in Youth and Adult Education (EJA). To develop the study, interviews were conducted with the institution’s professionals. The responses were qualitatively analyzed using the Iramuteq software. The results highlight the collaboration between school and family and point to practical issues in the relationship among professionals in EJA within the Special Education modality, indicating that knowledge sharing involves motivation, trust, cooperation, and professional commitment.