The intention of this thesis, on the foundation of inclusion laws and dialogue with people with disabilities, is to analyze the relationship between school inclusion and inclusion in the world of work, that is, to think if the school that has been possible forwards people with disabilities. disabilities for the labor market, as one world complements the other in the society of goods and consumption to which we are submerged. To this end, we are analyzing the experience of people employed and / or who are still graduating, who were able to report their perception about the paths that regular schools / and or the University have built or not so that they can be included in the labor market formal or informal. Considering the problematization on screen, the general objective of this study is to discuss the aspects related to the monitoring of public policies for inclusion in education and in the world of work, which effect the formation of the identity of the person with disabilities for the world of work. We delimited this study in experiences of inclusion in the world of work, based on educational training in regular schools. One of the points to be discussed deals with the supposed close relationship between inclusion policies and pedagogical practices, which emphasize the world of work as one of the stages of human formation. In this sense, people with disabilities who occupy different positions in our society and people with disabilities who are still professionalizing were chosen as research actors. Necessarily, this doctoral thesis is being articulated in a critical-reflexive way by questions about the democratization of the school and the work world. To this end, we established categories of study, reflected in the light of Adorno's thinking, such as: Has the regular school been implementing public policies and practices for the construction of the process of inclusion in education? Does the regular school support the construction of a labor ideal for people with disabilities? Do the legal provisions instituted for education and work effectively contribute to the social inclusion of people with disabilities? How is the transition from school to the job market for people with disabilities established? Are the legal provisions in agreement for insertion in the work world of the person with a disability? In which segment (formal or informal) of the world of work do people with disabilities establish themselves with greater tranquility? among others.