THE DOWN ASSOCIATION OF RIVERA: OFFICES THAT MAKE UP THE PHYSICAL, EDUCATIONAL, AND SOCIAL SPACE

Abstract

This study analyzes the importance of associations for people with Down syndrome in promoting social inclusion, autonomy, and the holistic development of individuals, highlighting workshops such as theater, computer skills, folk dance, gastronomy, gardening, and the technical services of educational psychology, social work, speech-language pathology, and coordination. The research seeks to understand, through the participants' narratives, the potential of these activities in educational, developmental, and professional processes, as well as in promoting independence and a sense of social belonging. It is grounded in theoretical perspectives that understand disability beyond the biomedical model, valuing the singularities, subjectivities, and forms of communication of people with Down syndrome, including those who do not use oral speech. The study engages with academic works that investigate the narratives of these individuals in cultural, identity-related, and educational dimensions, highlighting authors such as Schwartzman (2003), Gilbert (2012; 2017), Link (2002), Zachello, Paul, and Gurski (2015), and Seno (2014). Methodologically, the research will use participant observation during the workshops and semi-structured interviews with the workshop facilitators, which will subsequently be recorded, transcribed, and analyzed through the lens of discourse analysis. The study is expected to identify how the workshops contribute to the participants' education, autonomy, and professional trajectories, demonstrating that people with Down syndrome possess subjective and interactive potential that should be recognized and fostered in inclusive environments.