<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582023000200204</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-2.15902</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación inclusiva e identidad en estudiantes de secundaria con discapacidad auditiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive education and identity formation in secondary school students with hearing disabilities]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação inclusiva e identidade em alunos do ensino médio com deficiência auditiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Charry-Bressan]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Aya]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Cárdenas]]></surname>
<given-names><![CDATA[Diego Efrén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Chía ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>204</fpage>
<lpage>219</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000200204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivos.  Comprender el proceso de configuración de la identidad en estudiantes con discapacidad auditiva e identificar la contribución de la educación inclusiva en ese proceso.  Metodología. Se hizo una investigación cualitativa con enfoque fenomenológico y se realizaron entrevistas semiestructuradas a 3 hombres y 2 mujeres con discapacidad auditiva severa, entre 18 y 20 años, de nivel socioeconómico bajo, estudiantes de secundaria de un colegio público de Bogotá. Para el análisis de datos, se usó codificación abierta, axial y selectiva, de acuerdo con el método comparativo constante.  Resultados. Se identificaron tres categorías emergentes: Soy sordo, hablo otro idioma y soy capaz. Los resultados muestran que hay identificación con la comunidad de personas sordas a partir de similitudes que comparten en términos de la ausencia de la capacidad para oír, el uso de lengua de señas, estigmatización y vulnerabilidad social. La educación inclusiva contribuye al desarrollo de identidades sociales alternativas.  Discusión.  Se discute acerca de la emergencia de capacidades para la búsqueda de la transformación de las condiciones de exclusión y el potencial de la educación inclusiva en esta dirección.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This research aimed to understand the identity configuration process in students with hearing disabilities and identify the contribution of inclusive education in this process.  Method. This qualitative research used a phenomenological approach, conducting semi-structured interviews with 3 male and 2 female high school students with severe hearing impairment. Participants were from a public school in Bogotá, aged between 18 and 20 years old, and from a low socioeconomic background. The collected data was analyzed through open, axial, and selective coding according to the constant comparative method.  Results. Three emerging categories were identified: &#8220;I am deaf,&#8221;&#8220;I speak another language,&#8221; and &#8220;I am capable.&#8221; The results show that students with hearing disabilities identify with the deaf community based on shared experiences of absence of hearing ability, use of sign language, stigmatization, and social vulnerability. Inclusive education contributes to the development of alternative social identities.  Discussion. The emergence of capacities to seek the transformation of the exclusion conditions and the potential of inclusive education in this direction are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Compreender o processo de configuração identitária em alunos com deficiência auditiva e identificar a contribuição da educação inclusiva nesse processo.  Metodologia. Foi realizada uma pesquisa qualitativa com abordagem fenomenológica. Foram realizadas entrevistas semiestruturadas com 3 homens e 2 mulheres com deficiência auditiva severa, entre 18 e 20 anos, de baixo nível socioeconômico, que são alunos do ensino médio de uma escola pública em Bogotá, Colômbia. Para a análise dos dados foi realizada codificação aberta, axial e seletiva, de acordo com o método comparativo constante. Identificaram-se 3 categorias emergentes: &#8220;Sou surdo&#8221;, &#8220;Falo outra língua&#8221; e &#8220;Sou capaz&#8221;.  Resultados. Os resultados mostram que há uma identificação com a comunidade surda a partir das semelhanças que compartilham em termos de ausência de audição, uso da língua de sinais, estigmatização e vulnerabilidade social. A educação inclusiva contribui para o desenvolvimento de identidades sociais alternativas.  Discussão.  Discute-se a emergência de capacidades para buscar a transformação das condições de exclusão e as potencialidades da educação inclusiva nessa direção.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[identidad]]></kwd>
<kwd lng="es"><![CDATA[persona sorda]]></kwd>
<kwd lng="es"><![CDATA[estudiante atípico]]></kwd>
<kwd lng="es"><![CDATA[estudiante de secundaria]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[deaf]]></kwd>
<kwd lng="en"><![CDATA[exceptional student]]></kwd>
<kwd lng="en"><![CDATA[secondary school students]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[surdo]]></kwd>
<kwd lng="pt"><![CDATA[estudante atípico]]></kwd>
<kwd lng="pt"><![CDATA[estudante do ensino médio]]></kwd>
</kwd-group>
</article-meta>
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