Pedagogía intercultural como fundamento teórico para la enseñanza de estudiantes con discapacidad auditiva en educación básica
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Fecha
2023
Autores
Pérez León, Eduardo Esteban
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La discapacidad es una realidad en el mundo. Muchos niños, niñas y jóvenes en condición de discapacidad están ingresando al sistema educativo, entre ellos alumnos sordos. Al respecto, los docentes no han sido capacitados para atender a este tipo de población, no cuentan en ocasiones con estrategias educativas y desconocen la Lengua de Señas Colombiana LSC, lo que imposibilita una buena comunicación. Por lo tanto, la investigación recae en encontrar en la Pedagogía Intercultural un aporte educativo para la cultura sorda.
Es así, que se plantea el objetivo general: Diseñar postulados epistemológicos para una pedagogía intercultural como fundamentos teóricos en la enseñanza de estudiantes con discapacidad auditiva en educación básica. A ello se unen los objetivos específicos que se enmarcan en: Develar las características del colectivo de estudiantes objeto de estudio que presentan discapacidad auditiva del Instituto Técnico Guaimaral de Cúcuta. Seguido del objetivo específico número dos que dice: Analizar el impacto de los aportes teóricos y de las metodologías empleadas para la enseñanza de los estudiantes que presentan discapacidad auditiva del Instituto Técnico Guaimaral de Cúcuta. El tercer objetivo específico se enfocó en: Estructurar los elementos teóricos (gnoseológicos) y prácticos (metodologías de la enseñanza) para la implementación de la pedagogía intercultural en estudiantes con discapacidad auditiva en educación básica del Instituto Técnico Guaimaral de Cúcuta.
La metodología empleada en la investigación se encuentra definida por el enfoque cualitativo, mediante el paradigma socio-crítico, apoyado en el método investigación acción. Seguidamente, la investigación permitió realizar una triangulación de la información con la finalidad de dar rigurosidad científica a los procedimientos empleados en la recolección y el análisis de ésta, donde se tuvo previsto la deconstrucción de la información recolectada a partir de las observaciones y las entrevistas en profundidad, empleando una codificación de donde emana la fundamentación teórica. Dicho procedimiento fue apoyado por el software ATLAS.ti para dar fortaleza a los resultados.
Los resultados trajeron consigo el conocimiento de las características de los estudiantes objeto de estudio, el análisis del impacto de las metodologías utilizadas por los docentes que atienden estudiantes sordos y la estructuración de elementos teóricos y prácticos para la implementación de la pedagogía intercultural. Desde estas posturas se tiene presente que lo ontológico permite ver la relación de las estrategias que se emplean con la realidad del entorno. Así mismo, se presenta lo concerniente a lo epistemológico donde se plantean los elementos enmarcados en conocimientos. A ello se suma lo concerniente a la parte teórica que refleja lo gnoseológico, lo cual deja visualizar la relación de la enseñanza que se debe dar a los estudiantes que presentan discapacidad auditiva, generando con ello cambios y transformaciones curriculares que dejen a su paso experiencias que se puedan emplear con la intención de alcanzar una formación acorde a las necesidades y potencialidades de los estudiantes sordos.
Se logra concluir, que mediante los postulados epistemológicos para la pedagogía intercultural se establecen los fundamentos para teorizar sobre la pedagogía intercultural y las posibles bases de políticas públicas para lograr la inclusión de los estudiantes con discapacidad auditiva a los procesos cotidianos de enseñanza. De esa manera, se brindan conocimientos, habilidades, destrezas, estrategias y recursos para que el proceso de enseñanza sea de calidad y de gran valor para la sociedad.
Disability is a reality in the world. Many children and young people with disabilities are entering the educational system, including students with hearing loss. In this regard, teachers have not been trained to serve this type of population, sometimes they do not have educational strategies and do not know the Colombian Sign Language (LSC), which makes good communication impossible. Therefore, the research is focused on finding in the Intercultural Pedagogy an educational contribution for the deaf culture. Thus, the general objective is: To design epistemological postulates for an intercultural pedagogy as theoretical foundations in the teaching of students with hearing impairment in basic education. To this are joined the specific objectives that are framed in: To unveil the characteristics of the collective of students object of study who present hearing impairment of the Guaimaral Technical Institute of Cúcuta. Followed by the specific objective number two which states: To analyze the impact of the theoretical contributions and the methodologies used for the teaching of students with hearing impairment of the Instituto Técnico Guaimaral de Cúcuta. The third specific objective focused on: Structuring the theoretical (gnoseological) and practical (teaching methodologies) elements for the implementation of intercultural pedagogy in students with hearing impairment in basic education at the Guaimaral Technical Institute of Cúcuta. The methodology used in the research is defined by the qualitative approach, through the socio-critical paradigm, supported by the action research method. Subsequently, the research allowed a triangulation of the information in order to give scientific rigor to the procedures used in the collection and analysis of this information, where the deconstruction of the information collected from the observations and in-depth interviews was planned, using a codification from which the theoretical foundation emanates. This procedure was supported by ATLAS.ti software to strengthen the results. The results brought about the knowledge of the characteristics of the students under study, the analysis of the impact of the methodologies used by teachers who serve deaf students and the structuring of theoretical and practical elements for the implementation of intercultural pedagogy. From these positions it is taken into account that the ontological allows to see the relationship of the strategies used with the reality of the environment. Likewise, the epistemological aspect is presented, where the elements framed in knowledge are presented. To this is added the theoretical part that reflects the gnoseological, which allows to visualize the relationship of the teaching that should be given to students with hearing impairment, thus generating curricular changes and transformations that leave behind experiences that can be used with the intention of achieving a training according to the needs and potential of deaf students. It is concluded that the epistemological postulates for intercultural pedagogy establish the foundations for theorizing about intercultural pedagogy and the possible bases for public policies to achieve the inclusion of students with hearing impairment in the daily teaching processes. In this way, knowledge, abilities, skills, strategies and resources are provided so that the teaching process is of quality and great value to society.
Disability is a reality in the world. Many children and young people with disabilities are entering the educational system, including students with hearing loss. In this regard, teachers have not been trained to serve this type of population, sometimes they do not have educational strategies and do not know the Colombian Sign Language (LSC), which makes good communication impossible. Therefore, the research is focused on finding in the Intercultural Pedagogy an educational contribution for the deaf culture. Thus, the general objective is: To design epistemological postulates for an intercultural pedagogy as theoretical foundations in the teaching of students with hearing impairment in basic education. To this are joined the specific objectives that are framed in: To unveil the characteristics of the collective of students object of study who present hearing impairment of the Guaimaral Technical Institute of Cúcuta. Followed by the specific objective number two which states: To analyze the impact of the theoretical contributions and the methodologies used for the teaching of students with hearing impairment of the Instituto Técnico Guaimaral de Cúcuta. The third specific objective focused on: Structuring the theoretical (gnoseological) and practical (teaching methodologies) elements for the implementation of intercultural pedagogy in students with hearing impairment in basic education at the Guaimaral Technical Institute of Cúcuta. The methodology used in the research is defined by the qualitative approach, through the socio-critical paradigm, supported by the action research method. Subsequently, the research allowed a triangulation of the information in order to give scientific rigor to the procedures used in the collection and analysis of this information, where the deconstruction of the information collected from the observations and in-depth interviews was planned, using a codification from which the theoretical foundation emanates. This procedure was supported by ATLAS.ti software to strengthen the results. The results brought about the knowledge of the characteristics of the students under study, the analysis of the impact of the methodologies used by teachers who serve deaf students and the structuring of theoretical and practical elements for the implementation of intercultural pedagogy. From these positions it is taken into account that the ontological allows to see the relationship of the strategies used with the reality of the environment. Likewise, the epistemological aspect is presented, where the elements framed in knowledge are presented. To this is added the theoretical part that reflects the gnoseological, which allows to visualize the relationship of the teaching that should be given to students with hearing impairment, thus generating curricular changes and transformations that leave behind experiences that can be used with the intention of achieving a training according to the needs and potential of deaf students. It is concluded that the epistemological postulates for intercultural pedagogy establish the foundations for theorizing about intercultural pedagogy and the possible bases for public policies to achieve the inclusion of students with hearing impairment in the daily teaching processes. In this way, knowledge, abilities, skills, strategies and resources are provided so that the teaching process is of quality and great value to society.
Descripción
Palabras clave
Pedagogía intercultural, Discapacidad auditiva, Educación básica, Inclusión, Cultura sorda, intercultural pedagogy, Hearing impairment, Basic education, Deaf culture
