In compulsory education in Chile, Deaf students and their teachers must navigate through an educational system that relies heavily on verbal language to validate and communicate knowledge. Most educational resources available to students have been produced for and within a hearing community, privileging sound and written verbal materials over other ways of exchanging knowledge. In this practitioner piece, verbal texts produced in an oral and written culture are transformed in a visual storytelling workshop by a group of Deaf students. The alterations made to the ‘original’ text are traced in four stages, conceptualized here as transmediation, outlining the way the verbal text is transformed into Chilean Sign Language scripts, objects and characters, altering its structure and meaning. The authors aim to provide teachers and practitioners who work in diverse educational settings with ways of producing educational material through participation with students in creative ways.

在智利的义务教育中，聋哑学生及其老师必须通过一个高度依赖口头语言来验证和交流知识的教育系统。为学生提供的大多数教育资源都是为听觉社区提供的，并且是在听觉社区内部提供的，它们使声音和书面口头材料比其他交流知识的方式更具特权。在这个从业者的作品中，一群聋哑学生在视觉故事讲习班中对口头和书面文化中产生的口头文字进行了转换。对“原始”文本所做的更改分为四个阶段，在这里被概念化为中介，概述了将口头文本转换为智利手语脚本，对象和字符的方式，从而改变了其结构和含义。