The writing process in Deaf teenage students

The author presents a field research on the socio-cultural reality of the writing process in deaf adolescent students from the qualitative-interpretative approach. The study applies principles that are based on the foundations of the methodology from the perspective of the grounded theory of Glaser and Strauss (1967) and the comparative continuous method Strauss and Corbin (2002), as well as it is based on the proposals on ethnographic complementarity proposed by Murcia and Jaramillo (2000). The design of the study consists of three moments: pre-configuration, configuration and reconfiguration. In the first moment a theoretical and empirical approach of the socio-cultural reality is made, with the purpose of focusing the study problem. The second moment establishes the methodological design. In the third moment, the main findings of the research derived from the analysis and interpretation of the information are presented. Spontaneity emerges when writing in deaf teenagers, they identify themselves with this new form of expression, free of ties and styles.