<?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>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222021000300141</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.15.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[CULTURA SORDA Y TICS. VARIABLES PARA EL DESARROLLO DE LA LENGUA DE SEÑAS CHILENA]]></article-title>
<article-title xml:lang="en"><![CDATA[DEAF CULTURE AND ICT. VARIABLES FOR THE DEVELOPMENT OF CHILEAN SIGN LANGUAGE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile Instituto de Especialidades Pedagógicas ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral de Chile Instituto de Especialidades Pedagógicas ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Austral de Chile Instituto de Especialidades Pedagógicas ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>15</numero>
<fpage>141</fpage>
<lpage>151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222021000300141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222021000300141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222021000300141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El desarrollo de la lengua de señas para la comunidad sorda resulta importante, constituye su patrimonio cultural, de comunicación y aprendizaje, sobre todo cuando compromete a estudiantes sordos. El presente trabajo analiza la relación entre la competencia conversacional en Lengua de Señas Chilena (LSCh) y las variables conocimiento de la cultura sorda y acceso a Tecnologías de la Información y las Comunicaciones (TIC), en el hogar. Es una investigación con enfoque cuantitativo, exploratorio y con diseño no experimental, transeccional, desarrollada con 75 estudiantes sordos del sur de Chile, cuya edad promedio es de 13 años. Los resultados principales señalan que la mayoría de los participantes tiene una competencia baja en nivel conversacional y las variables independientes se relacionan de forma positiva y significativa con el desarrollo de la competencia. Se sugiere realizar un trabajo planificado en la escuela que incorpore la enseñanza de la LSCh mediante coeducadores sordos, el fortalecimiento de la cultura sorda y el empleo de TIC más allá de lo curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Sign language development for the deaf community is essential, as it constitutes its cultural, communication and learning heritage, especially when it involves deaf students. This paper analyzes the relationship between conversational competence in LSCh and the variables knowledge of deaf culture and access to ICT at home. It is a research with a quantitative approach and a correlational design carried out with 75 deaf students from southern Chile, with an average age of 13 years old. The main results point out that most of the participants show a low conversational level of competence and the independent variables are positively and significantly related to the development of this competence. It is suggested to carry out a planned work in the school that includes the teaching of LSCh through deaf co-educators, the strengthening of the deaf culture and the use of ICT beyond the curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Lengua de señas]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[sordo]]></kwd>
<kwd lng="en"><![CDATA[Sign language]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[deaf]]></kwd>
</kwd-group>
</article-meta>
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