Estrategias Pedagógicas para la enseñanza - aprendizaje de la Lengua de Señas Ecuatoriana en la "Unidad Educativa Isaac Jesús Barrera"
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2026-01
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Universidad de Otavalo
Resumen
La enseñanza de la Lengua de Señas Ecuatoriana (LSE) en la Unidad Educativa Isaac Jesús Barrera en la cual ya trabajo 13 años surge como una necesidad social inaplazable. La inclusión educativa garantiza que los estudiantes sordos puedan acceder a una educación de calidad en igualdad de condiciones. En este sentido, el ODS 4: Educación de calidad orienta a ofrecer oportunidades de aprendizaje equitativas para todos. Implementar estrategias pedagógicas para la LSE fortalece la comunicación y la integración entre personas sordas y oyentes. Además, fomenta la valoración de la diversidad cultural y lingüística dentro de la comunidad educativa. Finalmente, contribuye a formar ciudadanos inclusivos y conscientes de los derechos humanos. Este proyecto se vincula con los otros dieciséis Objetivos de Desarrollo Sostenible de manera transversal. Contribuye al ODS 5 (Igualdad de género) al asegurar el acceso equitativo de niñas y mujeres sordas a la educación. Refuerza el ODS 10 (Reducción de desigualdades) al eliminar barreras comunicativas y sociales. También aporta al ODS 8 (Trabajo decente y crecimiento económico), porque una educación inclusiva abre posibilidades de empleo digno para personas sordas. A nivel comunitario, promueve el ODS 11 (Ciudades y comunidades sostenibles) al construir entornos inclusivos. De igual manera, fortalece el ODS 16 (Paz, justicia e instituciones sólidas) al garantizar una sociedad más justa y respetuosa de la diversidad. El alcance del proyecto trasciende a la Unidad Educativa Isaac Jesús Barrera la cual en su oferta académica prepara a los bachilleres en el área de Corte, Confección y Diseño de modas y puede extenderse a otras instituciones de la provincia. La replicación de estas estrategias pedagógicas permite beneficiar a estudiantes sordos en distintos contextos urbanos y rurales. Además, la capacitación de docentes en LSE eleva el nivel académico y fortalece la inclusión en la vida diaria. El beneficio social radica en una sociedad más cohesionada, respetuosa e inclusiva. De esta manera, se construye una base para el cumplimiento integral de los ODS en Ecuador. Finalmente, este aporte académico y social evidencia que la inclusión educativa no es solo un derecho, sino también un camino hacia el desarrollo sostenible
The teaching of Ecuadorian Sign Language (LSE) at the Isaac Jesús Barrera Educational Unit, where I have already worked for 13 years, emerges as an urgent social necessity. Educational inclusion ensures that Deaf students can access quality education on equal terms. In this sense, SDG 4: Quality Education guides the promotion of equitable learning opportunities for all. Implementing pedagogical strategies for LSE strengthens communication and integration between Deaf and hearing individuals. Additionally, it fosters an appreciation of cultural and linguistic diversity within the educational community. Ultimately, it contributes to shaping inclusive citizens who are aware of human rights. This project is linked transversally to the other sixteen Sustainable vi Development Goals. It contributes to SDG 5 (Gender Equality) by ensuring equitable access to education for Deaf girls and women. It reinforces SDG 10 (Reduced Inequalities) by removing communicative and social barriers. It also supports SDG 8 (Decent Work and Economic Growth), since inclusive education opens opportunities for dignified employment for Deaf individuals. At the community level, it promotes SDG 11 (Sustainable Cities and Communities) by building inclusive environments. Likewise, it strengthens SDG 16 (Peace, Justice, and Strong Institutions) by fostering a fairer society that respects diversity. The scope of the project extends beyond the Isaac Jesús Barrera Educational Unit, which offers academic training in Cutting, Sewing, and Fashion Design, and it can be replicated in other institutions across the province. Replicating these pedagogical strategies allows Deaf students in various urban and rural settings to benefit. Moreover, training teachers in LSE enhances academic quality and strengthens inclusion in everyday life. The social benefit lies in creating a more cohesive, respectful, and inclusive society. In this way, a foundation is built for the comprehensive fulfillment of the SDGs in Ecuador. Finally, this academic and social contribution demonstrates that educational inclusion is not only a right but also a path toward sustainable development
The teaching of Ecuadorian Sign Language (LSE) at the Isaac Jesús Barrera Educational Unit, where I have already worked for 13 years, emerges as an urgent social necessity. Educational inclusion ensures that Deaf students can access quality education on equal terms. In this sense, SDG 4: Quality Education guides the promotion of equitable learning opportunities for all. Implementing pedagogical strategies for LSE strengthens communication and integration between Deaf and hearing individuals. Additionally, it fosters an appreciation of cultural and linguistic diversity within the educational community. Ultimately, it contributes to shaping inclusive citizens who are aware of human rights. This project is linked transversally to the other sixteen Sustainable vi Development Goals. It contributes to SDG 5 (Gender Equality) by ensuring equitable access to education for Deaf girls and women. It reinforces SDG 10 (Reduced Inequalities) by removing communicative and social barriers. It also supports SDG 8 (Decent Work and Economic Growth), since inclusive education opens opportunities for dignified employment for Deaf individuals. At the community level, it promotes SDG 11 (Sustainable Cities and Communities) by building inclusive environments. Likewise, it strengthens SDG 16 (Peace, Justice, and Strong Institutions) by fostering a fairer society that respects diversity. The scope of the project extends beyond the Isaac Jesús Barrera Educational Unit, which offers academic training in Cutting, Sewing, and Fashion Design, and it can be replicated in other institutions across the province. Replicating these pedagogical strategies allows Deaf students in various urban and rural settings to benefit. Moreover, training teachers in LSE enhances academic quality and strengthens inclusion in everyday life. The social benefit lies in creating a more cohesive, respectful, and inclusive society. In this way, a foundation is built for the comprehensive fulfillment of the SDGs in Ecuador. Finally, this academic and social contribution demonstrates that educational inclusion is not only a right but also a path toward sustainable development
Descripción
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Estrategias Pedagógicas, Enseñanza - Aprendizaje, Lengua de Señas Ecuatoriana, "Unidad Educativa Isaac Jesús Barrera"
Citación
Donoso, S. P. (2026). Estrategias Pedagógicas para la enseñanza - aprendizaje de la Lengua de Señas Ecuatoriana en la "Unidad Educativa Isaac Jesús Barrera". Maestría en Pedagogía con mención en Docencia e Innovación Educativa. Universidad de Otavalo.
