The cultural-linguistic education of the deaf has been minimally incorporated into the Chilean educational system. It has only been in the past decade that deaf adults have been included in classrooms with didactic approaches centered on hearing culture. This research aims to investigate deaf narratives to develop a pedagogical proposal grounded in deaf epistemologies. A semi-structured interview was conducted with 15 deaf individuals using Chilean Sign Language. The data collected was analyzed using Atlas.ti software, employing open and axial coding. The findings indicate that a pedagogical approach for the deaf should encompass the following elements: deaf identity, Chilean Sign Language, and a safe educational environment. The conclusions suggest that these pedagogical proposals should integrate a pedagogy with a deaf experiential perspective.

The cultural-linguistic education of the deaf has been minimally incorporated into the Chilean educational system. It has only been in the past decade that deaf adults have been included in classrooms with didactic approaches centered on hearing culture. This research aims to investigate deaf narratives to develop a pedagogical proposal grounded in deaf epistemologies. A semi-structured interview was conducted with 15 deaf individuals using Chilean Sign Language. The data collected was analyzed using Atlas.ti software, employing open and axial coding. The findings indicate that a pedagogical approach for the deaf should encompass the following elements: deaf identity, Chilean Sign Language, and a safe educational environment. The conclusions suggest that these pedagogical proposals should integrate a pedagogy with a deaf experiential perspective.

O contacto que a escola tem com as famílias com filhas surdas tem sido feito sobretudo pelas mães, que assumem a responsabilidade de saber como as suas filhas estão a evoluir. Com base no exposto, o objetivo deste artigo é desvendar as estratégias de apoio educativo utilizadas pelas mães com as suas filhas surdas. Os participantes foram 4 mães: 2 ouvintes e 2 surdas. Para a recolha da informação foi utilizada uma entrevista semi-estruturada em formato oral e em Língua GestualChilena. Os resultados são apresentados em três categorias derivadas das dimensões do instrumento: 1) preparação de apoios ou estratégias; 2) implementação e apoio de estratégias, e 3) apoio de estratégias para avaliações. Nesta última, o uso da tecnologia e das plataformas digitais são mencionados como os recursos mais eficazes. Em conclusão, destaca-se na família surda, com base na experiÃ...

The cultural-linguistic education of the deaf has been minimally incorporated into the Chilean educational system. It has only been in the past decade that deaf adults have been included in classrooms with didactic approaches centered on hearing culture. This research aims to investigate deaf narratives to develop a pedagogical proposal grounded in deaf epistemologies. A semi-structured interview was conducted with 15 deaf individuals using Chilean Sign Language. The data collected was analyzed using Atlas.ti software, employing open and axial coding. The findings indicate that a pedagogical approach for the deaf should encompass the following elements: deaf identity, Chilean Sign Language, and a safe educational environment. The conclusions suggest that these pedagogical proposals should integrate a pedagogy with a deaf experiential perspective.

El Perú ha avanzado lentamente en la construcción de un marco normativo que permite la accesibilidad comunicativa entre sordos y oyentes, sin embargo, pese a la existencia de intérpretes de lengua de señas peruana (ILSP), en su mayoría empíricos, su presencia en las aulas durante la etapa escolar no es suficiente. La educación básica de las personas sordas exige un trabajo coordinado entre el docente, los modelos lingüísticos (sordos bilingües) y los intérpretes Este artículo hace una reflexión sobre la necesidad de que cada actor asuma su rol, trabaje de manera colaborativa y logre que los estudiantes sordos se apropien de la lengua de señas como primera lengua y puedan a su vez aprender otras lenguas y desarrollar todas sus competencias. El conocimiento de la cultura y pedagogía sorda son fundamentales para romper las barreras de comunicación y el desarrollo integral d...