Hacia una educación intercultural para la cultura sorda: fundamentos antropológicos y perspectivas de educadoras/es sordas/os de Chile.
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Date
2024
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Publisher
Universidad de Concepción
Abstract
La Educación de las personas Sordas en Chile ha estado históricamente marcada por la ausencia de un enfoque y currículo que reconozca su cultura y lengua. Ni las antiguas visiones patologizantes, con sus metodologías oralistas, ni el apogeo de los Programas de Integración Escolar han logrado ofrecer una educación de calidad para las infancias y juventudes Sordas. Esta investigación busca analizar las percepciones de Educadoras y Educadores Sordos sobre la implementación de una Educación Intercultural y su rol ello. Mediante un enfoque cualitativo y basado en Teoría Fundamentada, se realizó trabajo de campo etnográfico, y se recopilaron testimonios de trece Educadores Sordos mediante entrevistas. Los hallazgos sugieren la necesidad de políticas educativas que valoren la identidad Sorda e integren la Lengua de Señas Chilena, como lengua oficial para acceder a los contenidos educativos. Esta investigación aporta a la discusión sobre los derechos lingüísticos, derechos educativos, y apela a la transformación.
The education of Deaf people in Chile has historically been characterized by the absence of an approach and curriculum that acknowledge their culture and language. Neither pathologizing perspectives, with their oralist methodologies, nor the rise of School Integration Programs have succeeded in providing quality education for Deaf children and youth. This study aims to analyze the perceptions of Deaf educators regarding the implementation of Intercultural Education and their role within it. A qualitative approach, based on Grounded Theory, was employed, incorporating ethnographic fieldwork and interviews with thirteen Deaf educators. The findings highlight the need for educational policies that recognize Deaf identity and establish Chilean Sign Language as an official language for accessing educational content. This research contributes to the discussion on linguistic and educational rights and calls for transformative change.
The education of Deaf people in Chile has historically been characterized by the absence of an approach and curriculum that acknowledge their culture and language. Neither pathologizing perspectives, with their oralist methodologies, nor the rise of School Integration Programs have succeeded in providing quality education for Deaf children and youth. This study aims to analyze the perceptions of Deaf educators regarding the implementation of Intercultural Education and their role within it. A qualitative approach, based on Grounded Theory, was employed, incorporating ethnographic fieldwork and interviews with thirteen Deaf educators. The findings highlight the need for educational policies that recognize Deaf identity and establish Chilean Sign Language as an official language for accessing educational content. This research contributes to the discussion on linguistic and educational rights and calls for transformative change.
Description
Tesis presentada para optar al título de Antropóloga con mención en Antropología Sociocultural
Keywords
Lenguaje por señas, Educación inclusiva, Antropología educativa