Abstracts Language, Literature, and Linguistic

Práticas inclusivas: análise da formação e atuação do professor intérprete de Libras: Analysis of the training and performance of the Libras interpreter teacher

by Artur Maciel Oliveira Neto

The realization of the right to remain in school for deaf signers and the equity of teaching became possible, mainly, with the presence of a new actor in the school routine, a subject that we call, in the state of Rio Grande do Norte, as a teacher. Libras translator/interpreter (PTILS), which frequently circulates between the field of translation and the pedagogical field. In this scenario of shared action with the regent teacher, which is not restricted to a linguistic translation, there is an academic-conceptual debate about the role that the interpreter teacher plays in the educational system. The debate on the role of the teacher associated with the Libras interpreter guided some questions, among them the research problem, which was: what is the perception that teachers interpreting Libras have about the teaching practice carried out with deaf students from the state education network of the RN? Thus, this research aimed to identify the perception of teachers interpreting Libras about the teaching practice carried out with deaf students from the state education network of RN, aiming to know the didactic actions and pedagogical practices carried out. The research focused on the State Education Network in the state of Rio Grande do Norte, with a locus in the 12th Regional Directorate of Education and Culture, for having in its staff the professional Libras interpreter teacher for six years. The research subjects were two teachers interpreting Libras, a PTILS who works in the 9th grade class of Elementary School and a PTILS who works in the 2nd stage of Youth and Adult Education. Data were collected through a semi-structured interview conducted via the Google Meet application and analyzed based on Bardin's content analysis. The results indicate, from the literature review, the following aspects: the development of legislation that guides and regulates special education and; the role of the Libras interpreter teacher. However, it is identified that the analyzed reference points to the need to legislate on the profile and attributions of the PTILS. It is observed that there is a need for a school organization so that it can provide moments of joint planning between the regent teacher and the PTILS. From the analysis of the contents of the interviews, four major subcategories emerged, namely: the importance of professional qualification, linguistic mediation between peers, possibilities for recording activities and the use of visual methodology in remote teaching. After analyzing the subcategories listed, we found that the learning of deaf students occurred through linguistic mediation carried out by the interpreter teachers, this mediation process allowed students to have access to the meanings of the world. After analyzing the data, it was possible to suggest the proposal of a Training Course for Teachers Interpreters of Libras, in a self-instructional format, in which teachers will be able to improve their knowledge about Libras and about concepts relevant to the deaf community, in addition to bidocence, project…