Educational attention for deaf children: Analysis based on public policies in Latin America
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Keywords
Public policy, Dimensions, Attention, Deaf education, Children
Abstract
This article is the result of doctoral research whose purpose was to analyze the dimensions that make up public policies for the educational care of deaf children in Colombia, Brazil, and Chile, in order to establish recommendations aimed at their formulation and improvement, with a view to guaranteeing this population’s right to education. The study is relevant because it identifies good practices and areas for improvement in educational care, promoting the comprehensive development and respect for the linguistic and cultural rights of these children. Methodologically, an interpretive-hermeneutic paradigm with a qualitative, descriptiveanalytical approach and documentary design was adopted, consolidating five thematic units of analysis.
The results show a regional trend toward sociocultural perspectives in deaf education, confirming theoretical predictions about the evolution of paradigms toward models that recognize the self-determination of communities. The main limitations focus on the gap between the formal recognition of rights and their practical implementation, early access to sign language, the absence of curricula that respond to linguistic and cultural diversity, and the allocation of resources. A strategic framework is recommended that integrates the lessons learned from the regional comparative analysis with projections for structural transformations of the education system.
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