Community Interpreting as a Guarantee of Rights: What Kind of Training for What Kind of Performance in Brazil?

• Autor(a) principal: Gorovitz, Sabine
• Data de Publicação: 2023
• Outros Autores: Dias Carneiro, Teresa, A. P. Martins, Marcia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Belas Infiéis
• Texto Completo: https://periodicos.unb.br/index.php/belasinfieis/article/view/44480
• topic: Interpretação comunitária. Estudos da Interpretação. Mediação linguística e transcultural. Formação do intérprete comunitário. Didática da encenação.; Community interpreting. Interpreting Studies. Linguistic and transcultural mediation. Community interpreter training. Role-playing practice didactics.

In Brazil, even in the institutional environments more oriented to providing public services (health, education, social, and legal), the conditions for serving people who do not speak Portuguese through language assistance services are precarious. This service is essential to enable the participation not only of newly arrived immigrants, but also of linguistic minorities under or not represented in the country, such as indigenous peoples, quilombolas, and deaf people, who are at a clear disadvantage when they need to interact in these institutions. In order to ensure this right, the Bill No. 5182 of 2020 is going through National Congress to make the Brazilian state legally bound to provide linguistic assistance from community interpreters for non-Portuguese speakers. In anticipation of the passing of this law, new professional regulation is needed, as well as guidelines for the evaluation, certification, and training of community interpreters providing such services. This paper presents a proposal for a Diploma course in Linguistic and Transcultural Mediation for the Training of Community Interpreters designed specifically for professionals to work in Brazil. Its syllabus is based on both a mapping of the linguistic assistance needs in different Brazilian socio-geographic regions and contexts, and the sociolinguistic characteristics of communities that need this assistance. The proposed training is guided by transversality and a multifaceted approach focused on situations of interaction. After presenting the sociolinguistic and contextual foundations on which the proposed course of study is based and its curriculum, the didactic, theoretical, and methodological pillars that structure the training are discussed: transculturality, the interactional approach, and role-playing.