As estratÃgias utilizadas pelos intÃrpretes de Libras nas aulas de inglÃs em escolas da rede pÃblica

• Autor(a) principal: Yuri Santos Monteiro
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFC
• Texto Completo: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20530
• topic: Estudos da TraduÃÃo; InterpretaÃÃo em lÃngua de sinais; LIBRAS; TEORIA LITERARIA

This research is related to the area of Translation Studies and Sign Language Interpretation, and aimed to analyze sign language interpretation strategies used in English classes of a public school, as well as to investigate the main challenges and adversities found in this process. Novais (2002) and HortÃncioâs (2005) theoretical frameworks related to strategies of interpretation served as theoretical grounds for this study, in which we verified whether these strategies are present within the classroom context, including the possibility of new ones to come through. In order to achieve our aims, we used questionnaires, conducted interviews and observed two English classes: one with the aid of an interpreter with a basic level of English and another with the aid of an interpreter who does not speak English. Results indicate that the main difficulties are: visual materials scarcity, divided attention among hearing and deaf students and the deaf studentâs lack of proficiency in Brazilian sign language. Regarding the use of strategies, it was verified that strategies most used by the interpreter without basic knowledge of English were: omission, explicitation and synthesis, on the other hand those most used by the interpreter with some basic knowledge of English were: explicitation, simplification, omission and ratification. The data revealed that the strategy rhetorical questions was not used by the interpreters and it was identified the emergence of a new strategy that was classified as prior interpretation. We reiterate that the teaching/ learning process mediated by a sign language interpreter is still a challenge, since it does not depend only on a person, but on a partnership between school, teachers, interpreters, and students willing to work harmonically; furthermore, it is necessary to provide the process with material and didactics resources to enhance deaf student inclusion.