Propuesta de trayectorias educativo-comunicativas de las personas Sordas en Colombia.
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| Title: | Propuesta de trayectorias educativo-comunicativas de las personas Sordas en Colombia. |
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| Alternate Title: | Proposal for Educational and Communicative Pathways for Deaf People in Colombia. Proposta de trajetórias educativo-comunicativas das pessoas Surdas na Colômbia. |
| Authors: | Morales-Acosta, Gina Viviana1 josemarcelino@uenp.edu.br, Marcelino, José Antonio2 marcelino@uenp.edu.br, Luque Herreño, Fredy Daniel3 fdanieluqueh@gmail.com, Tobón Villarreal, Jorge Andrés4 jorgetobonvillareal@gmail.com, Mejía Rojas, Lina Fernanda5 gina.morales@uantof.cl |
| Source: | Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana. ene-jun2026, Vol. 28 Issue 48, p227-268. 42p. |
| Subject Terms: | *Sign language, *Interpreters for the deaf, *Inclusive education, *Deaf students, *Government policy, *Bilingualism, Linguistic rights |
| Geographic Terms: | Colombia |
| Abstract (English): | Objective: The aim is to critically analyze how the training, regulation and participation of Colombian Sign Language (LSC) interpreters have influenced the guarantee of inclusive education for deaf people in Colombia, and to identify patterns in the implementation of public policies from an intercultural and linguistic rights perspective. Originality/Contribution: We propose a new historical periodization of the educational-communicative evolution of the Colombian deaf community, dividing it into five stages: prehistory of sign language; imposition of oralism 1880-1950; associative movement 1950-1985; auditory rehabilitation vs. recognition of Colombian Sign Language 1960-2000; and training of interpreters post-2000. This expands previous frameworks and makes visible tensions between policies, educational practices and professional training. Method: This cross-sectional documentary review examines the evolution of historical and normative milestones in the recognition of LSC (by its Spanish acronym), as well as the role of interpreters. It also considers the tensions between public policies, educational practice, and training in school contexts, and the challenges involved in applying and implementing interpretation services in view of the communicative diversity of the deaf population. Strategies/Data Collection: A systematic review of primary and secondary sources was conducted, including Colombian regulations (laws, decrees, and resolutions), institutional documents from INSOR and FENASCOL, 19th-century historiographical sources (Congress of Milan, 1880), medical-pedagogical archives, oral testimonies from leaders of the deaf community, historical census records, and specialized academic literature on deaf education, Colombian Sign Language (LSC) linguistics, and interpreter training. The search encompassed institutional repositories, academic databases, and historical archives, with a timeframe extending from pre-Columbian times to 2025. Conclusions: In order to move towards bilingual intercultural education that guarantees communicative equity from early childhood, linguistic policies are needed to strengthen the ongoing training of interpreters, early immersion in LSC and the leading role of the deaf community. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Objetivo: analizar críticamente cómo la formación, regulación y participación de los intérpretes de lengua de señas colombiana (LSC) han incidido en la garantía del derecho a la educación inclusiva de la población Sorda en Colombia, e identificar patrones en la implementación de políticas públicas desde una perspectiva intercultural y de derechos lingüísticos. Originalidad/Aporte: se propone una nueva periodización histórica de la evolución educativo-comunicativa de la comunidad Sorda colombiana en cinco etapas: prehistoria de la lengua de señas; imposición del oralismo 1880-1950; movimiento asociativo 1950-1985; rehabilitación auditiva vs. reconocimiento de LSC 1960-2000; formación de intérpretes post-2000, que amplía marcos previos y visibiliza tensiones entre políticas, prácticas educativas y formación profesional. Método: revisión documental de corte transversal para examinar la evolución de los hitos históricos-normativos del reconocimiento de LSC y rol de los intérpretes, las tensiones entre políticas públicas, práctica educativa y formación en contextos escolares, y los desafíos en la aplicación de servicios de interpretación considerando la diversidad comunicativa de la población sorda. Estrategias/Recolección de información: se realizó una revisión documental sistemática de fuentes primarias y secundarias que incluyó: normativa colombiana (leyes, decretos y resoluciones), documentos institucionales del INSOR y FENASCOL, fuentes historiográficas del siglo XIX (Congreso de Milán, 1880), archivos médico-pedagógicos, testimonios orales de líderes de la comunidad sorda, registros censales históricos y literatura académica especializada en educación de sordos, lingüística de la LSC y formación de intérpretes. La búsqueda abarcó repositorios institucionales, bases de datos académicas y archivos históricos, con un marco temporal que se extiende desde la época precolombina hasta 2025. Resultados: se evidencia desigualdad en la aplicación de normativas (Ley 324 de 1996, Decreto 2369 de 1997, Ley 982 de 2005), con formación limitada de intérpretes, sobrecarga laboral y sesgos en el aula. La periodización revela transiciones del oralismo excluyente al bilingüismo, con persistencia de brechas en profesionalización de los intérpretes y accesibilidad educativa para las personas sordas. Conclusión: se requieren políticas lingüísticas para fortalecer la formación continua de los intérpretes, inmersión temprana en LSC y participación protagónica de la comunidad Sorda, a fin de avanzar hacia la educación intercultural bilingüe que garantice equidad comunicativa desde la primera infancia. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Objetivo: Analisar criticamente como a formação, regulamentação e participação dos intérpretes de Língua de Sinais Colombiana (LSC) têm influenciado a garantia do direito à educação inclusiva da população Surda na Colômbia, identificando padrões na implementação de políticas públicas a partir de uma perspectiva intercultural e de direitos linguísticos. Originalidade/Contribuição: Propõe-se uma nova periodização histórica da evolução educativo-comunicativa da comunidade Surda colombiana em cinco etapas: Pré-história da língua de sinais; Imposição do oralismo (1880-1950); Movimento associativo (1950-1985); Reabilitação auditiva versus reconhecimento da LSC (1960-2000); Formação de intérpretes pós-2000. Essa proposta amplia marcos anteriores e evidencia tensões entre políticas, práticas educativas e formação profissional. Método: Revisão documental transversal para examinar a evolução dos marcos histórico-normativos do reconhecimento da LSC e o papel dos intérpretes; as tensões entre políticas públicas, prática educativa e formação em contextos escolares; e os desafios na implementação de serviços de interpretação considerando a diversidade comunicativa da população Surda. Estratégias/Coleta de dados: Realizou-se uma revisão documental sistemática de fontes primárias e secundárias, incluindo: normativas colombianas (leis, decretos e resoluções), documentos institucionais do Insor e Fenascol, fontes historiográficas do século XIX (Congresso de Milão, 1880), arquivos médico-pedagógicos, testemunhos orais de líderes da comunidade Surda, registros censitários históricos e literatura acadêmica especializada em educação de Surdos, linguística da LSC e formação de intérpretes. A busca abrangeu repositórios institucionais, bases de dados acadêmicas e arquivos históricos, com recorte temporal desde o período pré-colombiano até 2025. Resultados: Evidenciam-se desigualdades na aplicação das normativas (Lei 324/1996, Decreto 2369/1997, Lei 982/2005), com formação limitada de intérpretes, sobrecarga de trabalho e vieses em sala de aula. A periodização revela transições do oralismo excludente ao bilinguismo, com persistência de lacunas na profissionalização dos intérpretes e na acessibilidade educacional das pessoas Surdas. Conclusão: Urge a implementação de políticas linguísticas para fortalecer a formação contínua dos intérpretes, a imersão precoce na LSC e a participação ativa da comunidade Surda, avançando para uma educação bilíngue intercultural que garanta equidade comunicativa desde a primeira infância. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Objective: The aim is to critically analyze how the training, regulation and participation of Colombian Sign Language (LSC) interpreters have influenced the guarantee of inclusive education for deaf people in Colombia, and to identify patterns in the implementation of public policies from an intercultural and linguistic rights perspective. Originality/Contribution: We propose a new historical periodization of the educational-communicative evolution of the Colombian deaf community, dividing it into five stages: prehistory of sign language; imposition of oralism 1880-1950; associative movement 1950-1985; auditory rehabilitation vs. recognition of Colombian Sign Language 1960-2000; and training of interpreters post-2000. This expands previous frameworks and makes visible tensions between policies, educational practices and professional training. Method: This cross-sectional documentary review examines the evolution of historical and normative milestones in the recognition of LSC (by its Spanish acronym), as well as the role of interpreters. It also considers the tensions between public policies, educational practice, and training in school contexts, and the challenges involved in applying and implementing interpretation services in view of the communicative diversity of the deaf population. Strategies/Data Collection: A systematic review of primary and secondary sources was conducted, including Colombian regulations (laws, decrees, and resolutions), institutional documents from INSOR and FENASCOL, 19th-century historiographical sources (Congress of Milan, 1880), medical-pedagogical archives, oral testimonies from leaders of the deaf community, historical census records, and specialized academic literature on deaf education, Colombian Sign Language (LSC) linguistics, and interpreter training. The search encompassed institutional repositories, academic databases, and historical archives, with a timeframe extending from pre-Columbian times to 2025. Conclusions: In order to move towards bilingual intercultural education that guarantees communicative equity from early childhood, linguistic policies are needed to strengthen the ongoing training of interpreters, early immersion in LSC and the leading role of the deaf community. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01227238 |
| DOI: | 10.19053/uptc.01227238.21452 |
