Propuesta de orientaciones para la formación de estudiantes sordos en aspectos referidos a la cultura sorda, inscritos en instituciones educativas que ofrecen servicios en la básica secundaria y media

Abstract

The "Proposal of orientation elements for deaf students instruction regard on aspects of deaf culture, at schools (Educational Institutions, E.I.) which offer educational services for deaf learners at middles and high school level” aims to provide a number of elements for reflection regard on deaf culture instruction to teachers in order they figure out pedagogical and didactic elements in their teaching work. It is expected that deaf students develop such aspects so they improve their quality of life, and they achieve recognition as a linguistic community with its own language; In addition, it should be taken into account that deaf persons are a people that builds their own identity, that possesses a number of ways to relate each other, that their visual perception and representation allows them to carry out their construction of the world, and that they join around common objectives. To perform the earlier aims, this research developed three phases: 1) Initially a search for information and identification on aspects of deaf culture instruction, from education ministry and from a selected school at middle and high school level documents. Based on the data found, it is proposed to write down orientations for deaf students instruction regard on aspects of deaf culture, as contribution to the curricula aimed for deaf students. 2) Analysis phase: Identification of the research context regarding deaf culture instruction, theoretical foundation and proposal of categories of analysis, systematization, categorization and analysis based on information from two types of data or corpus: normativity and policy documents from a selected school and 3) Construction (writing down) of the proposal orientations on aspects of deaf culture instruction. For the development of the present proposal, the results from a documentary analysis are incorporated due to such desk study made possible to identify what is proposed in the policies and institutional documents for the deaf population education; at the same time, it was possible to identify aspects that have not been addressed yet. Additionally, this research recognizes the value of the analysis categories used and they are taken as instructional and thematic nuclei for the orientations: Language; social practice; and subject and identity. Therefore, these orientations provide elements for educational proposals which may include socio-cultural and linguistic-discursive aspects in instruction for deaf people.