Crisis of cultural assimilation of the Deaf in Chile’s school integration program: towards an Intercultural Bilingual Education

Abstract

This article seeks to address the crisis of cultural assimilation faced by Deaf students within the School Integration Program in Chile, emphasizing the need for Bilingual Intercultural Education for the Deaf Community. It examines the historical dimensions of public policy management, questioning the very concept of “integration” and the outcomes it has produced. The analysis is based on data gathered through a one-year ethnographic study and 13 semi-structured interviews conducted during an undergraduate research project, complemented by a critical review of educational public policies. The discussion focuses on the tensions between the cultural practices of the Deaf community and the normative frameworks of the educational system. The results show that the current model tends to homogenize and impose hearing culture, leading to cultural uprooting and limiting the cognitive, linguistic, identity, and emotional development of Deaf students. In conclusion, the study argues that moving toward Bilingual Intercultural Education, one that includes Chilean Sign Language and respects Deaf culture, is essential to strengthening the identity and learning of Deaf students in Chile.