Intérprete educacional de libras: afirmações e conflitos da profissão

Abstract

The present research discourses about the professional Interpreter of Libras and has as its main objective to identify and to analyze the perceptions of Educational Interpreters regarding their professional performances in the classroom, being that many questions related to the attributions of these professionals are generating conflicts and are being stressed by the fact that they already work in the school environment. Faced with this environment, the research denominated "Educational Interpreter of Libras: affirmations and conflicts of the profession" has its origin in the following problem: How does the Educational Interpreter perceive his professional performance in the classroom? And how does he act? In the longing to consider the reflections about the given problem and seek for answers, the study is inserted in the descriptive-interpretive approach, with the completion of eight narrative interviews with Educational Interpreters (EI), being six interviews with acting EIs, with formation and in formation’s process, and two interviews with Sign Language Interpreters, future EIs. The material made up from the interviews is analyzed in the perspective of Discourse Analysis, having as a theoretical framework the contributions of Michel Foucault. In front of the narratives, the influence of the lived experiences in a given time is contemplated, the constitution of this professional, permeated by thought and by pronounced narratives, the relation established with himself and with the other protagonists of the educational environment through the exerted practices, as well as the present search for normalization, for the discipline and the constant vigilance that still persists in this environment, impregnated by the relation of power and knowledge. These factors unleash very rich analysis and findings that the Educational Interpreter is inserted in an environment which, because of its specificity, often makes himself adopt a posture of interpreter-teacher in his procedure. Far from the pretention of judging positions and establishing what is right or wrong, it is proved the real need to provide moments of study and reflection to these educational area professionals. Based on this, a continuous formation is proposed for the Educational Interpreters, in order to favor the development of the professional conscience and the relation with himself and with the others. The development of these factors is essential for the professional affirmation of the Educational Interpreter to overcome conflicts, transforming them into compatibility of opinions related to their work performance, thus delineating this essential profession in the most different sociocultural contexts.