This doctoral thesis problematized the existing relationship between training at school and inclusion in the world of work, that is, thinking about whether the schooling that has been possible enables people with disabilities to access the world of work, in this study highlighted the formal market and informal. In this sense, we chose to adopt the Critical Theory of Society as a theoretical-methodological support for the research, as it became the research method itself. We defined as a general objective to characterize, based on the analysis of public policies for inclusive education, the process of transition from formal education (school) to the world of work for people with disabilities. Therefore, we base ourselves on the experience of people who are employed and/or who are still in training, who were able to report their experiences on the paths that a regular school and/or a University built so that they could be included in the formal or informal labor market. Our discussion dealt with the close relationship between inclusion policies and pedagogical practices, which highlight the world of work as one of the stages of human formation. In this sense, people with disabilities who occupy different roles in our society and people with disabilities who are still becoming professional were chosen as research subjects. Necessarily, this doctoral thesis was articulated in a critical-reflective way for questions about the democratization of the school and the world of work. To this end, we established study questions, conceived in the light of Adorno's thinking: what are the educational policies that relate to training for the world of work of people with disabilities? Has the regular school implemented such policies in the process of inclusion of people with disabilities? Do the existing legal provisions in the scope of the education and work relationship contribute to the social inclusion of people with disabilities? In what way? How is the transition from school to the world of work for people with disabilities established, from a legal/political point of view? Did the regular school support the construction of a “work ideal” for people with disabilities? How have these experiences been? In which segment (formal or informal) of the world of work do most people with disabilities settle? Do people with disabilities inserted in the formal work world have their studies valued? The research results reveal that schools are “bridges” that allow the transition of people with disabilities to the world of work, but there are limits found in the educational process that make this “walking” difficult. From this perspective, it is possible to state that changes need to be implemented, considering the limits found in the educational process that leads to the labor market, since once the barriers that hinder/obstacle this transition are eliminated, the consequences are eliminated.