Theoretical considerations about the education of the deaf: special, bilingual, inclusive

Detalhes bibliográficos
Autor(a) principal: Peluso, Leonardo
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/38329
Resumo: In the framework of the linguistic rights of the Deaf, the present article intends to present a theoretical and historical perspective about the education of the Deaf in Uruguay and to show the debate that exists between the special education, the bilingual proposal and the perspective of inclusion. To make this analysis, we start from two theoretical assumptions: a) sign languages are verbal systems and the Deaf constitute a linguistic community; b) deferred textuality is a type of textuality that can be made through two technologies: writing and recording. The first assumption removes the Deaf from the disability area, opposing to the idea that sign languages are artifacts or strategies to compensate a lack. The second assumption changes the relationship of the Deaf with the language technologies and allows to consider that the Deaf can generate literate culture through the visual recordings of texts in their language. The data from which this work departs to make such discussion comes from research carried out since 2010 in the Uruguayan public education system.
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spelling Theoretical considerations about the education of the deaf: special, bilingual, inclusiveConsideraciones teóricas en torno a la educación de los sordos: especial, bilingüe, inclusivaConsiderações teóricas sobre a educação de surdos: especial, bilíngue, inclusivaDeaf studiesBilingual educationDeferred textualityEstudios SordosEducación bilíngueTextualidad DiferidaEstudos surdosEducação bilíngueTextualidad diferidaIn the framework of the linguistic rights of the Deaf, the present article intends to present a theoretical and historical perspective about the education of the Deaf in Uruguay and to show the debate that exists between the special education, the bilingual proposal and the perspective of inclusion. To make this analysis, we start from two theoretical assumptions: a) sign languages are verbal systems and the Deaf constitute a linguistic community; b) deferred textuality is a type of textuality that can be made through two technologies: writing and recording. The first assumption removes the Deaf from the disability area, opposing to the idea that sign languages are artifacts or strategies to compensate a lack. The second assumption changes the relationship of the Deaf with the language technologies and allows to consider that the Deaf can generate literate culture through the visual recordings of texts in their language. The data from which this work departs to make such discussion comes from research carried out since 2010 in the Uruguayan public education system. El presente trabajo pretende mostrar una perspectiva teórica e histórica sobre la educación de los sordos en Uruguay y colocar el debate que existe entre la educación especial, la propuesta bilingüe y la perspectiva de inclusión en el marco de los derechos lingüísticos de los sordos. Para hacer este análisis se parte de dos supuestos teóricos: a) las lenguas de señas son sistemas verbales y los sordos constituyen una comunidad lingüística; b) la textualidad diferida es una forma de producción textual que se puede realizar mediante dos tecnologías: la escritura y las grabaciones. El primer supuesto aleja a los sordos de la discapacidad, por lo que se opone a la idea de que las lenguas de señas sean artefactos o estrategias para compensar una falta. El segundo recoloca la relación de los sordos con las tecnologías de la lengua y habilita a considerar que éstos conforman cultura letrada mediante las visograbaciones de textos en su lengua. Los datos de los que parte este trabajo para hacer tal discusión corresponden a los resultados de investigaciones que se vienen realizando desde el año 2010 en Uruguay en la educación pública.O presente trabalho pretende expor uma perspectiva teórica e histórica sobre a educação de surdos no Uruguai e apresentar o debate que existe entre a educação especial, a proposta bilíngue e a perspectiva da inclusão no marco dos direitos linguísticos dos surdos. Para realizar esta análise parte-se de dois pressupostos teóricos: a) as línguas de sinais são sistemas verbais e os surdos constituem uma comunidade linguística; b) textualidade diferida é uma forma de produção textual que pode ser realizada a partir de duas tecnologias: pela escrita e por gravações. O primeiro pressuposto afasta os surdos do lugar da deficiência por se opor à ideia de que as línguas de sinais são artefatos ou estratégias para se compensar uma falta. O segundo recoloca a relação dos surdos com as tecnologias da língua e permite considerar que eles estão constituindo uma cultura letrada por meio de gravações visuais de textos em sua língua. Para esta discussão, o presente trabalho teve como base resultados de pesquisas que vem sendo realizadas desde 2010 no Uruguai na educação pública.Universidade Federal de Santa Maria2019-10-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3832910.5902/1984686X38329Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e87/ 1-22Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e87/ 1-22Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e87/ 1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMspahttp://periodicos.ufsm.br/educacaoespecial/article/view/38329/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/38329/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessPeluso, Leonardo2020-11-12T14:57:33Zoai:ojs.pkp.sfu.ca:article/38329Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-11-12T14:57:33Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Theoretical considerations about the education of the deaf: special, bilingual, inclusive
Consideraciones teóricas en torno a la educación de los sordos: especial, bilingüe, inclusiva
Considerações teóricas sobre a educação de surdos: especial, bilíngue, inclusiva
title Theoretical considerations about the education of the deaf: special, bilingual, inclusive
spellingShingle Theoretical considerations about the education of the deaf: special, bilingual, inclusive
Peluso, Leonardo
Deaf studies
Bilingual education
Deferred textuality
Estudios Sordos
Educación bilíngue
Textualidad Diferida
Estudos surdos
Educação bilíngue
Textualidad diferida
title_short Theoretical considerations about the education of the deaf: special, bilingual, inclusive
title_full Theoretical considerations about the education of the deaf: special, bilingual, inclusive
title_fullStr Theoretical considerations about the education of the deaf: special, bilingual, inclusive
title_full_unstemmed Theoretical considerations about the education of the deaf: special, bilingual, inclusive
title_sort Theoretical considerations about the education of the deaf: special, bilingual, inclusive
author Peluso, Leonardo
author_facet Peluso, Leonardo
author_role author
dc.contributor.author.fl_str_mv Peluso, Leonardo
dc.subject.por.fl_str_mv Deaf studies
Bilingual education
Deferred textuality
Estudios Sordos
Educación bilíngue
Textualidad Diferida
Estudos surdos
Educação bilíngue
Textualidad diferida
topic Deaf studies
Bilingual education
Deferred textuality
Estudios Sordos
Educación bilíngue
Textualidad Diferida
Estudos surdos
Educação bilíngue
Textualidad diferida
description In the framework of the linguistic rights of the Deaf, the present article intends to present a theoretical and historical perspective about the education of the Deaf in Uruguay and to show the debate that exists between the special education, the bilingual proposal and the perspective of inclusion. To make this analysis, we start from two theoretical assumptions: a) sign languages are verbal systems and the Deaf constitute a linguistic community; b) deferred textuality is a type of textuality that can be made through two technologies: writing and recording. The first assumption removes the Deaf from the disability area, opposing to the idea that sign languages are artifacts or strategies to compensate a lack. The second assumption changes the relationship of the Deaf with the language technologies and allows to consider that the Deaf can generate literate culture through the visual recordings of texts in their language. The data from which this work departs to make such discussion comes from research carried out since 2010 in the Uruguayan public education system.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/38329
10.5902/1984686X38329
url http://periodicos.ufsm.br/educacaoespecial/article/view/38329
identifier_str_mv 10.5902/1984686X38329
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/38329/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/38329/html
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e87/ 1-22
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e87/ 1-22
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e87/ 1-22
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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