Language as an instrument for social inclusion: A hip-hop teaching experience for youth and adults with intellectual disability and autism

Abstract

This article aims at understanding and analyzing distinct instances of language produced during a hip-hop teaching experience and its consequences for social recognition of the condition of youth and adults with disabilities. It also discusses the possible contributions of that experience to processes of social inclusion of those involved. Methods: qualitative research based on existential research-action, based on categorical content analysis. Results: the mediation process of hip-hop culture fostered understanding of the various forms and possibilities of language produced in or with the group in a critical and creative way, without disregarding the potentialities, the central role and the recognition of the project participants’ condition as youth or adults. Conclusions: the experience favored processes of social inclusion by providing moments of social recognition and language production, thus contributing to reduce the gap in their interlocution with other social subjects.