Resumo

BOLANOS-MOTTA, José Ignacio; CASALLAS-FORERO, Elizabeth  e  SABOGAL-GAMEZ, Viviana Jazmín. Teaching Activism, Teachers’ Pedagogical Knowledge and their Impact on their Deaf Students’ Career Success. Rev. colomb. educ. [online]. 2020, n.80, pp.153-172.  Epub 23-Set-2021. ISSN 0120-3916.  https://doi.org/10.17227/rce.num80-10021.

The purpose of this study was to expose the existence of a binding relationship between the career success of a group of ten deaf teachers from various cities in the country, and the people who were their teachers during their school and university years. Within the study, some theoretical considerations were taken, regarding the issue of professional success, as well as some bibliographies on the subject of hearing impairment. The study followed a narrative biographical method, using tools such as in-depth interviews and social cartography. As a result, two categories emerged: (1) Teaching activism on the rights of people with disabilities, and (2) The importance of pedagogical knowledge in the field of disability. As a conclusion, the existence of a basis for the proper development of the educator in the field of disability is revealed, since the teachers of deaf people who were part of this study had excellent human and professional qualities.

Palavras-chave : deaf; disability; school; training; education professionals.

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