Os papéis do intérprete de libras na sala de aula inclusiva

Abstract

This thesis is a micro-ethnographic analysis of the performance of a LIBRAS (Brazilian Sign Language) interpreter in a classroom attended by both deaf and hearing students, while interpreting in consecutive and simultaneous formats. Its main objective is to identify the kinds of role an interpreter may perform in this new educational context, where LIBRAS interpreters have been recently expected to operate, as ruled by the Brazilian Ministry of Education Policy of Inclusive Education. The analysis was carried out in light of the following constructs: 1) Goffman's (1981) theory of interactional roles; 2) Wadensjö's (1998) reception format model and her taxonomy of utterances generated in interpreter-mediated communication; and 3) Tannen and Wallat's (1987/1998) concepts of frames and schema. It concludes that the interpreter under study performs several roles when working in a classroom with both deaf and hearing students, including the unexpected role of a teacher. This can be attested by observing interpreter utterances and those of the other participants of this classroom event. As a result, the study highlights aspects that deserve further investigation about the responsibilities of LIBRAS interpreters in a classroom situation and the right of deaf students to have quality education.