Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana

Detalhes bibliográficos
Autor(a) principal: Silva, Danilo da
Data de Publicação: 2018
Outros Autores: Fernandes, Sueli de Fátima
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/24814
Resumo: Sign language interpreters/translators gain prominence in the educational policies scene as the professionals, par excellence, who provide deaf students with linguistic accessibility in their inclusive educational process. In the midst of numerous advances in the legal context, especially after Brazilian Sign Language (Libras) was officially recognized in 2002, there remain gaps related to the right to bilingual education for deaf people regarding the real effectiveness of those professionals in the actual territory of the schools. This article seeks to elucidate this reality by presenting the profile of sign language interpreters/translators, who work in public schools in the metropolitan region of Curitiba, through the analysis of their training and working conditions in the context of inclusive education policies. The research has a qualitative and quantitative approach, presenting data collected in two research contexts: the official consultation with the Secretary of State of Education of Parana, responsible for state policy, and interviews with Libras interpreters/translators. Twenty-nine cities, comprehending Curitiba and its metropolitan region, were selected for this study for representing the expressive population of the State of Paraná. The analysis of the profile and working conditions of those professionals showed that the greatest challenges present in the concrete reality of the schools rest on the professional training and the linguistic proficiency required for their performance. Developments of these two aspects materialize indicators in the evaluation of the quality of the Brazilian national inclusive education policy in bilingual contexts for deaf students.
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spelling Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in ParanaO tradutor intérprete de língua de sinais (TILS) e a política nacional de educação inclusiva em contextos bilíngues para surdos: um estudo da realidade da rede pública estadual paranaenseSign language interpreters/translators. Bilingual education for deaf people. Brazilian national inclusive education policy. Paraná State Public SchoolTradutor Intérprete de Língua de SinaisEducação bilíngue para surdosPolítica nacional de educação inclusivaRede pública estadual de ensino paranaenseSign language interpreters/translators gain prominence in the educational policies scene as the professionals, par excellence, who provide deaf students with linguistic accessibility in their inclusive educational process. In the midst of numerous advances in the legal context, especially after Brazilian Sign Language (Libras) was officially recognized in 2002, there remain gaps related to the right to bilingual education for deaf people regarding the real effectiveness of those professionals in the actual territory of the schools. This article seeks to elucidate this reality by presenting the profile of sign language interpreters/translators, who work in public schools in the metropolitan region of Curitiba, through the analysis of their training and working conditions in the context of inclusive education policies. The research has a qualitative and quantitative approach, presenting data collected in two research contexts: the official consultation with the Secretary of State of Education of Parana, responsible for state policy, and interviews with Libras interpreters/translators. Twenty-nine cities, comprehending Curitiba and its metropolitan region, were selected for this study for representing the expressive population of the State of Paraná. The analysis of the profile and working conditions of those professionals showed that the greatest challenges present in the concrete reality of the schools rest on the professional training and the linguistic proficiency required for their performance. Developments of these two aspects materialize indicators in the evaluation of the quality of the Brazilian national inclusive education policy in bilingual contexts for deaf students.O tradutor intérprete de língua de sinais (TILS) ganha protagonismo no cenário das políticas educacionais como o profissional, por excelência, que oportunizaria garantir acessibilidade linguística aos surdos em seu processo de educação inclusiva. Em meio a inúmeros avanços no contexto legal, sobretudo a partir da oficialização da língua brasileira de sinais (Libras), em 2002, permanecem lacunas relativas ao direito à educação bilíngue para surdos quanto à real efetividade da atuação desse profissional no território concreto das escolas. Este artigo busca elucidar essa realidade, apresentando o perfil dos TILS que atuam na rede pública estadual da região metropolitana de Curitiba por meio da análise da formação e condições de trabalho desse profissional no contexto das políticas de educação inclusiva. A pesquisa tem abordagem qualitativa e quantitativa apresentando dados coletados em dois contextos investigativos: a consulta oficial à Secretaria de Estado de Educação do Paraná, como órgão gestor da política estadual, e entrevista com tradutores intérpretes de Libras. Foram selecionados vinte e nove municípios para estudo que englobam Curitiba e região pela expressiva população do Estado. Os resultados obtidos permitem uma detalhada análise dos perfil e condições de trabalho dos TILS e apontam que os maiores desafios presentes na realidade concreta das escolas repousam na formação profissional e na proficiência linguística exigida para sua atuação. Desdobramentos desses dois aspectos materializam indicadores na avaliação da qualidade da política nacional de educação inclusiva brasileira em contextos bilíngues para estudantes surdos. Universidade Federal de Santa Maria2018-03-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2481410.5902/1984686X24814Special Education Magazine; Revista Educação Especial, v. 31, n. 60, jan./mar. 2018; 35-50Revista de Educación Especial; Revista Educação Especial, v. 31, n. 60, jan./mar. 2018; 35-50Revista Educação Especial; Revista Educação Especial, v. 31, n. 60, jan./mar. 2018; 35-501984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/24814/pdfCopyright (c) 2017 Revista Educação Especialinfo:eu-repo/semantics/openAccessSilva, Danilo daFernandes, Sueli de Fátima2018-03-12T14:56:08Zoai:ojs.pkp.sfu.ca:article/24814Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-03-12T14:56:08Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
O tradutor intérprete de língua de sinais (TILS) e a política nacional de educação inclusiva em contextos bilíngues para surdos: um estudo da realidade da rede pública estadual paranaense
title Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
spellingShingle Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
Silva, Danilo da
Sign language interpreters/translators. Bilingual education for deaf people. Brazilian national inclusive education policy. Paraná State Public School
Tradutor Intérprete de Língua de Sinais
Educação bilíngue para surdos
Política nacional de educação inclusiva
Rede pública estadual de ensino paranaense
title_short Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
title_full Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
title_fullStr Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
title_full_unstemmed Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
title_sort Sign Language Interpreters/Translators and the National Inclusive Education in Bilingual Contexts for the Deaf: A Study of the Reality of Public Schools in Parana
author Silva, Danilo da
author_facet Silva, Danilo da
Fernandes, Sueli de Fátima
author_role author
author2 Fernandes, Sueli de Fátima
author2_role author
dc.contributor.author.fl_str_mv Silva, Danilo da
Fernandes, Sueli de Fátima
dc.subject.por.fl_str_mv Sign language interpreters/translators. Bilingual education for deaf people. Brazilian national inclusive education policy. Paraná State Public School
Tradutor Intérprete de Língua de Sinais
Educação bilíngue para surdos
Política nacional de educação inclusiva
Rede pública estadual de ensino paranaense
topic Sign language interpreters/translators. Bilingual education for deaf people. Brazilian national inclusive education policy. Paraná State Public School
Tradutor Intérprete de Língua de Sinais
Educação bilíngue para surdos
Política nacional de educação inclusiva
Rede pública estadual de ensino paranaense
description Sign language interpreters/translators gain prominence in the educational policies scene as the professionals, par excellence, who provide deaf students with linguistic accessibility in their inclusive educational process. In the midst of numerous advances in the legal context, especially after Brazilian Sign Language (Libras) was officially recognized in 2002, there remain gaps related to the right to bilingual education for deaf people regarding the real effectiveness of those professionals in the actual territory of the schools. This article seeks to elucidate this reality by presenting the profile of sign language interpreters/translators, who work in public schools in the metropolitan region of Curitiba, through the analysis of their training and working conditions in the context of inclusive education policies. The research has a qualitative and quantitative approach, presenting data collected in two research contexts: the official consultation with the Secretary of State of Education of Parana, responsible for state policy, and interviews with Libras interpreters/translators. Twenty-nine cities, comprehending Curitiba and its metropolitan region, were selected for this study for representing the expressive population of the State of Paraná. The analysis of the profile and working conditions of those professionals showed that the greatest challenges present in the concrete reality of the schools rest on the professional training and the linguistic proficiency required for their performance. Developments of these two aspects materialize indicators in the evaluation of the quality of the Brazilian national inclusive education policy in bilingual contexts for deaf students.
publishDate 2018
dc.date.none.fl_str_mv 2018-03-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/24814
10.5902/1984686X24814
url http://periodicos.ufsm.br/educacaoespecial/article/view/24814
identifier_str_mv 10.5902/1984686X24814
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/24814/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2017 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 31, n. 60, jan./mar. 2018; 35-50
Revista de Educación Especial; Revista Educação Especial, v. 31, n. 60, jan./mar. 2018; 35-50
Revista Educação Especial; Revista Educação Especial, v. 31, n. 60, jan./mar. 2018; 35-50
1984-686X
reponame:Revista Educação Especial (UFSM)
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reponame_str Revista Educação Especial (UFSM)
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repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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