Abstract
The presence of Brazilian Sign Language (Libras) interpreters in inclusive classrooms and, consequently, their initial training are still recent developments in the Brazilian education system, and this presence has been greatly expanded since the 1990s. In this sense, we have a vast range of aspects to investigate. In the present chapter, our general objective is to identify how the initial training of Libras interpreters influences their performance in mathematics lessons that include deaf students. For this purpose, we interviewed four professionals, who are both qualified as interpreters and have degrees in different areas—one in mathematics, two in pedagogy, and one in geography. A semi-structured script was used for data collection, and interviews were audio-recorded and later transcribed verbatim. Among the results, we highlight: the need to rethink the Libras translator/interpreter training courses; how the performance of Libras interpreters in the classroom is influenced directly by their educational degrees (aside from that specific one for the interpreter performance), and how such influences become evident, for instance, during the process of creating signs that are inexistent in Libras for mathematical concepts; and an absence of interaction between teachers and translators/interpreters during the planning process of school activities.
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Notes
- 1.
Before Decree n° 5626/2005, Libras was referenced as an acronym for the expression “Brazilian Sign Language” (Língua Brasileira de Sinais—LIBRAS) using all capital letters. From 2005 onward, we started to use the expression Libras, using this term as a noun.
- 2.
In Brazil, proficiency in Libras involves an authorization for professional performance, certificated by the “Instituto Nacional de Educação de Surdos” (National Institute of Education for the Deaf) using an exam named Prolibras.
- 3.
In the state of Paraná, where the interpreter works, teachers have a certain amount of time outside the classroom designated for the planning of their activities.
- 4.
Among the objectives of the Specialized Educational Assistance Room for deaf students, we highlight: the teaching of Libras as first language; the teaching of Portuguese as a second language; and the repetition in Libras of the contents discussed in the classroom.
- 5.
Since 2005, the Brazilian legislation demanded that the teacher training courses included the subject of Introduction to Libras in their curricular grade within a period of 10 years.
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Acknowledgment
We thank Professor Luiz Eduardo Pereira Batista for his contributions.
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Borges, F.A., Nogueira, C.M.I. (2019). Inclusive Education for the Deaf: An Analysis of Mathematical Knowledge Intermediated by Brazilian Sign Language Interpreters. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_16
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