THE EDUCATIONAL PRINCIPLE OF WORK AND THE SOCIAL IMPORTANCE OF INCLUDING WORKERS WITH DISABILITIES

Abstract

This article aims to go beyond an understanding of work as just a commercial exchange and understand it as a social activity central to human signification/resignification. It is a theoretical essay that proposes a reflection based on the concepts of signs and instruments presented by Vygotsky in debate with the concept of real work discussed in Ergology. The approximation between Ergology and Vygotsky's understanding of the social formation of the mind allows us to infer that, just as signs are mediators in the development of children, in adult life, through the use of instruments and social contact, work becomes presents as a central category that enables humans to develop, being recognized and recognize themselves as subjects. Thus, work must be conceived as a social right, not as a privilege of some. Therefore, people with disabilities cannot have their right to work restrained.