A influ??ncia da atua????o mediadora do int??rprete de l??ngua de sinais no processo educacional inclusivo do estudante surdo no Ensino M??dio

• Autor(a) principal: Rocha, Alessandra Marques Costa Servo
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UCB
• Texto Completo: https://bdtd.ucb.br:8443/jspui/handle/tede/2714
• topic: Libras; Surdez; Educa????o; Ensino m??dio; Int??rprete de l??ngua de sinais; Sign language interpreter; Brazilian sign language; High school; Education; Deafness; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The constitutional right to education is guaranteed for everyone regardless of the individual learning peculiarities. In this way, the research sought to contribute with scientific information that makes it possible to reflect on an educational minority of students identified by cultural and communication differences (the deaf minority). The deaf person can face communication barriers in the educational scope. This is a crucial problem to the development of their potentialities. To grant communication accessibility to the deaf student and ensure bilingual education, the State established that sign language interpreters (SLI) would be hired to work in schools. However, considering that this work develops in a complex human context, which can succeed or fail, what are the effects the work of the interpreter really brought to the inclusion of the deaf in education? In light of this, this research aimed at analyzing how the mediating action of the sign language interpreter influences the inclusive educational process of deaf students in high school. The theoretical discussion was based on a socioanthropological perspective about deafness. The content analysis performed on the basis of the research corpus made it possible to detail and interpret the data obtained. A qualitative approach of exploratory nature was adopted in a case study mode compatible with the wealth and uniqueness of the object of study. Data collection and generation were performed by documentary analysis, interviews and observations. The results showed that the mediating action of the sign language interpreter is immersed in complexities that influence his work and therefore the inclusive educational process of deaf students. Moreover, gathered evidence on which other studies are recommended, shows that the factors involving interpersonal relationship between the deaf student and the interpreter may influence that process.