Theoretical considerations about the education of the deaf: special, bilingual, inclusive
Autor(a) principal: | |
---|---|
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. |
id |
UFSM-9_7ffef015cc590b289412bf20a0a0ebf7 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/38329 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
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 |
_version_ |
1799944201830400000 |