O que dizem os Tradutores Intérprete de Libras sobre atuar em disciplinas de matemática no ensino superior

Abstract

This dissertation objective goes beyond than to produce sources about the performance of the Translators and Interpreters of Libras (the TILS) in Mathematics courses in Higher Education. It also intends to conduct an analysis of what the interviewees said and make a connection with some references in the areas of Mathematics, Inclusive Education and Translation/Interpretation. The production of sources about this type of TILS activity aims to give visibility to the perspectives of these professionals and, consequently, to give them the opportunity to present their own versions about the process of translation and interpretation of these courses.The location for this work was established according to the place of acting of the participants of the research, which are institutions of the Southern region of Rio Grande do Sul. Time period was from 2005 onwards, due to the compulsory presence of TILS in educational spaces in which deaf students were enrolled. It is justified the elaboration and the relevance of this dissertation, as it takes into account, that in the Mathematics Education debates, the perspectives of the TILS on the role that they carry out in the scope of the Education of the Deaf, from their experiences in the process of translation and interpretation in the disciplines of Mathematics in Higher Education. Having as theoretical-methodological assumptions the Oral History, the definition of the participants was established following the network criterion and trying to contemplate a greatest possible variety of formative profiles of them, being the first selected TILS a licensed in Languages–Portuguese / English, the second a bachelor in History, the third a bachelor in Languages–Libras (Brazilian Sign Language), and the last TILS with a degree in Mathematics. The analyzed categories were the TILS relations with the professor, their individual interaction with the deaf students, and the working relationships of the TILS with their pairs in and out of the classroom. This research concludes highlighting that the TILS offer perspectives not yet contemplated by the mathematical educators, as for the place that they occupy in the pedagogical process. Therefore, their viewpoints on the education of the deaf can enrich the debates that are being carried out in the area, improving the teaching of mathematics for deaf people in Higher Education.