Consideraciones teóricas en torno a la educación de los sordos: especial, bilingüe, inclusiva

Abstract

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.