O professor tradutor/intérprete de libras e o trabalho colaborativo com o professor regente no processo de ensino ao aluno surdo

Abstract

The presence of the deaf student is a reality in the inclusive school, and the collaborative work between the teacher translator/interpreter of Libras and the regent teacher, especially in Basic Education, is of great importance in the inclusion of these students, as both have specific skills so that the process of teaching and learning of the deaf subject is successful. Thus, this research aimed to analyze the collaborative practice between the Libras translator/interpreter teacher and the regent teacher in the teaching process of the deaf student in the regular inclusive classroom. With that, our specific objectives were: To characterize the teaching practice of translators/interpreters of Libras; investigate the challenges encountered by PTILs within the inclusive school; and to analyze the articulation of pedagogical and linguistic practices of the regent teacher and the interpreter teacher in the teaching processes for deaf students. Bringing methodological elements of a collaborative research, the research involved a regent teacher who teaches the discipline of mathematics and a translator/interpreter teacher of Libras, working in a state school in Rio Grande do Norte, in high school. Data collection was carried out remotely by the Zoom platform, because of the Covid-19 pandemic scenario that we have been experiencing since 2020. The initial data were collected through an initial interview, with the teachers through a questionnaire by Google Forms and online meetings for autoscopy sessions and collaborative planning between professionals. For a last step of data collection, we also had access to the answers of a final questionnaire. Collaborative research was chosen for this research, as it contributes to a greater approximation between the researcher and the participants, as well as for the training of the professionals involved, in addition to providing moments of reflection and self-confrontation of their practices. The results found allow us to highlight important aspects in relation to the practice of collaborative work between the regent teacher and the teacher translator/interpreter of Libras, and how this can influence the teaching process of the deaf student. In view of the analysis of the data obtained in the categories of analysis, it was identified that the collaborative work between these two professionals shows greater security in relation to the practice of the translator/interpreter teacher when preparing his class, as well as the feeling of sharing responsibilities in the process. inclusive of the deaf student, the regent teacher can perceive the importance of the interpreter in the classroom, as well as his contribution with regard to his competences related to the subject he teaches, thus having an exchange of experience and recognition of the relevance of all those involved. The study pointed out the need for a change in the attitude of professionals involved with the education of the deaf, the feeling of solitary work and impotence is strongly marked in the routine of translators/interpreters of Libras, this transformation is necessary and urgent. Collaborative practice is possible, but it requires interest, dedication and effort. It is in this sense that it is suggested that new researches emerge with the objective of contributing to the education of the deaf as well as clarifying and deepening important points regarding the teacher translator/interpreter of Libras.