La inclusión a una comunidad de inteligencias. Apuntes para la reflexión a partir del ejemplo de los sordos
Resumo
Desde fines del siglo XIX la historia de la educación de sordos ha estado regida por el principio de inclusión a la comunidad de ciudadanos a partir del acceso del sordo a la lengua vocal (oral y escrita). Casi dos siglos más tarde, un iletrismo generalizado en la comunidad sorda, muestra que la instrucción no les aseguró el pleno ejercicio de la ciudadanía. Si la proposición “los sordos son iletrados” queda sometida a la prueba de la experiencia pedagógica, los actos que los sordos realizan y que desarticulan las condiciones que los encierran en una identidad deficiente/iletrada implican un proceso de subjetivación política. Este texto se propone mostrar, a partir de tres ilustraciones, que las estrategias de elaboración y de transmisión de modos de decir, de modos de leer y de escribir inventadas por los sordos, no son tributarias del acceso a una lengua, sino el resultado de una relación de los sordos al mundo que parte del único principio que podemos erigir como principio irreductible, el de la inclusión a una comunidad de inteligencias.
Palabras-claves: sordo; inclusión; subjetivación política; comunidad de inteligencias.
The inclusion of a community of inteligencies. Notes for reflection following the example of the deaf.
AbstractSince the late XIX century the history of deaf education has been guided by the principle of inclusion to the community of citizens from the access of deaf to the voice language (oral and written). Almost two centuries later, a widespread functional illiteracy in the deaf community, shows that the instruction is not assured them the full exercise of citizenship. If the proposition "the deaf are illiterate" is put to the test of teaching experience, acts performed and the deaf that dismantle the conditions that the identityenclosed in a poor / illiterate involve a process of political subjectification. This article aims to show, from three illustrations, development strategies and modes of transmission of words, ways of reading and writing invented by the deaf, are not tax access to a language, but the result of An account of the deaf to the world that part of the only principle that we can construct irreducible principle, the inclusion of the intelligence community.
Key- words: deaf, inclusion, political subjectivity, intelligence community.
Palabras-claves: sordo; inclusión; subjetivación política; comunidad de inteligencias.
The inclusion of a community of inteligencies. Notes for reflection following the example of the deaf.
AbstractSince the late XIX century the history of deaf education has been guided by the principle of inclusion to the community of citizens from the access of deaf to the voice language (oral and written). Almost two centuries later, a widespread functional illiteracy in the deaf community, shows that the instruction is not assured them the full exercise of citizenship. If the proposition "the deaf are illiterate" is put to the test of teaching experience, acts performed and the deaf that dismantle the conditions that the identityenclosed in a poor / illiterate involve a process of political subjectification. This article aims to show, from three illustrations, development strategies and modes of transmission of words, ways of reading and writing invented by the deaf, are not tax access to a language, but the result of An account of the deaf to the world that part of the only principle that we can construct irreducible principle, the inclusion of the intelligence community.
Key- words: deaf, inclusion, political subjectivity, intelligence community.