Inclusión de aprendices sordos en los programas de formación del Centro Industrial y Aviación del SENA, regional Atlántico
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Fecha
2020
Autores
Suarez Vargas, Angelli Joan
Echeverría Castro, Jine Milena
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La lucha por la inclusión a la sociedad de las personas con discapacidad se ha desarrollado en diferentes contextos sociales, históricos y geográficos dejando pocos extractos y sustentos epistemológicos que deriven en experiencias exitosas y replicables en situaciones similares. En relación al caso de los sordos, los procesos educativos se han visto ampliamente afectados por la baja aceptación de la propia discapacidad. La presente investigación busca generar una propuesta para la inclusión de aprendices sordos en el Centro Industrial y de Aviación del SENA, regional Atlántico, teniendo como insumos el análisis de documentos institucionales, así como las percepciones, actitudes y estrategias pedagógicas utilizadas por los instructores de programas que tienen en su matrícula aprendices sordos. El sustento epistémico y metodológico se deriva del paradigma hermenéutico, utilizando recursos de la etnometodologia, tales como relatos de vida y entrevista a profundidad. A partir del análisis y triangulación de la información se pudo establecer que gran parte de los instructores adoptan una actitud de responsabilidad social frente a la actitud de escepticismo; se identificaron como estrategias utilizadas para la formación la presencia del interprete, uso de las Tics y el desarrollo de videos tutoriales. A partir de esta información, se hace importante que la propuesta se oriente a ofrecer infraestructura y espacios de comunicación e información accesible con orientación de instituciones como el Instituto Nacional para Sordos (INSOR) y la Federación Nacional de sordos de Colombia (FENASCOL).
The struggle for the inclusion of people with disabilities in society hasbeen developed in different social, historical and geographical contexts, leaving few epistemological extracts and supports that derive in successful and replicable experiences in similar situations. In relation to the case of the Deaf, the educational processes have been widely affected by the low acceptance of the disability itself. The present research exercise seeks to generate a proposal for the inclusion of deaf apprentices in the Industrial and Aviation Center of SENA, Atlantic Region, having as inputs the analysis of institutional documents, as well as the perceptions, attitudes and pedagogical strategies used by the instructors of programs that have deaf apprentices in their enrollment. The epistemic and methodological support is derived from the hermeneutic paradigm, using resources of ethnomethodology, such as life stories and in-depth interviews. From the analysis and triangulation of the information it was possible to establish that most of the instructors adopt an attitude of social responsibility VS the attitude of skepticism; the presence of the interpreter, the use of the Tics and the development of video tutorials were identified as strategies used for the formation. From this information, it is important that the proposal is oriented to offer infrastructure and spaces of communication and accessible information with orientation of institutions like National Institute for the deaf (INSOR) and National Federation of Colombia's deaf (FENASCOL).
The struggle for the inclusion of people with disabilities in society hasbeen developed in different social, historical and geographical contexts, leaving few epistemological extracts and supports that derive in successful and replicable experiences in similar situations. In relation to the case of the Deaf, the educational processes have been widely affected by the low acceptance of the disability itself. The present research exercise seeks to generate a proposal for the inclusion of deaf apprentices in the Industrial and Aviation Center of SENA, Atlantic Region, having as inputs the analysis of institutional documents, as well as the perceptions, attitudes and pedagogical strategies used by the instructors of programs that have deaf apprentices in their enrollment. The epistemic and methodological support is derived from the hermeneutic paradigm, using resources of ethnomethodology, such as life stories and in-depth interviews. From the analysis and triangulation of the information it was possible to establish that most of the instructors adopt an attitude of social responsibility VS the attitude of skepticism; the presence of the interpreter, the use of the Tics and the development of video tutorials were identified as strategies used for the formation. From this information, it is important that the proposal is oriented to offer infrastructure and spaces of communication and accessible information with orientation of institutions like National Institute for the deaf (INSOR) and National Federation of Colombia's deaf (FENASCOL).
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Palabras clave
Actitudes, Discapacidad, Docentes, Sordos, Attitudes, Disability, Teachers, Deaf people
