Resumen: El presente trabajo trata del concepto de textualidad diferida que es más abarcativo que el de escritura, dado que permite incluir a las videograbaciones en lengua de señas. Si se considera que las videograbaciones en lengua de señas son textualidad diferida, se puede sostener, también, que se desarrolla una cultura letrada en torno a éstas (entendida como aquella cultura que se genera a partir de la masificación del uso de una textualidad diferida, con sus prácticas sociales e institucionales concomitantes). A partir de esta idea, mostraré que es posible la traducción entre lenguas orales escritas y lenguas de señas videograbadas. También señalaré que, para el caso de Uruguay y su lengua de señas (la LSU), este tipo de traducción es una necesidad imperiosa ante una comunidad sorda cada vez más exigente, que ocupa nuevos espacios sociales.
Resumen Este trabajo pretende deconstruir la concepción, largamente extendida del carácter visual de los sordos. Esta concepción supone, en general, una banalización de las relaciones que los sordos establecen con el mundo circundante y se nutre de una perspectiva discapacitológica de la sordera. En el caso de la educación, esta banalización llevaría a la idea de que el carácter visual de los sordos puede y debe ser construido pedagógicamente. Nosotros mostraremos que la relación de los sordos con lo visual cobra particular sentido cuando pensamos que la lengua del grupo discurre por el canal visual y que eso confiere particularidades a su experiencia lingüística y discursiva. Los sordos organizan el mundo lingüístico y enunciativo en el plano visual y, desde esa perspectiva, se puede considerar que el carácter visual de los sordos no les es externo, sino constitutivo de su subjetividad y de la forma en que organizan la realidad.
Consideraciones teóricas em torno a la educación de los sordos: especial, bilingüe, inclusiva Considerações teóricas sobre a educação de surdos: especial, bilíngue, inclusiva Theoretical considerations about the education of the deaf: special, bilingual, inclusive
This article explores the status of Uruguayan Sign Language (Lengua de Señas Uruguaya, LSU), in the context of language policies in Uruguay, as well as the specific situation of the Uruguayan Deaf communities. From 2000 to 2008 some language-policy acts (e.g., laws and other official documents) appeared in Uruguay. These statements refer mainly to education, although they also include other areas of society in both their design and their effects. In these official documents LSU is not seen as an attribute of a group of people with a handicap, and LSU speakers are not considered affected by health problems that require special educational treatment. Accordingly, LSU speakers are considered a minority group, as are speakers of Portugués del Uruguay (the Portuguese of Uruguay) or languages of immigrant groups. Thus, in the larger context of a diverse community, LSU is recognized and valued as the language of a minority group who have socially and culturally valuable backgrounds. As Uruguayan citizens, deaf people are entitled to have their community's natural language considered as one of the Uruguayan population's native languages. Uruguay does not have an official language explicitly designated by law; Spanish has always been considered as such as a consequence of habit, custom, and its status as the majority language. In fact, until the aforementioned language-policy decisions came about, Spanish was the only language used in education and by the state. In Uruguay the recognition of the existence of minority languages gives LSU a different status and opens the door for further developments that could positively affect the Deaf community. This article analyzes some of the historical processes that brought about in this change. The social visibility of LSU has grown continuously since 1983, both in education and other social sectors (e.g., public and private domains, the media). Since 1987, a bilingual education program for deaf people has been implemented in the primary schools. This program has encountered several difficulties mainly due to the fact that it was created with no connection to a more comprehensive proposal of national language policies, which in turn, left the program in the domain of policies for populations with medical handicaps. This article focuses on language policies in education. However, other aspects of public policies related to the Deaf community and LSU are also considered. The analysis presents cases of conflict and discusses the contradictions among them. Finally, the article explores the processes of standardization and social change that have affected LSU in the last few decades.
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