Inclusão do surdo na educação superior: práticas inclusivas na perspectiva do tradutor intérprete de Libras

• Ano de defesa: 2023
• Autor(a) principal: Brito, Cristiano Lima de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Mestrado Profissional em Políticas Públicas, Gestão e Avaliação da Educação; UFPB
• Palavras-chave em Português: Ensino superior; Inclusão do surdo; Intérprete de Libras; Práticas inclusivas; Higher education; Inclusion of the deaf people; Libras interpreter; Inclusive practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/27000

Diversity in educational spaces has highlighted the need for inclusive practices to meet the particularities of all individuals inserted in academic spaces, including the deaf people, linguistically different people, which requires in addition to the TILSP-Translator Interpreter of Libras (Brazilian Sign Language) /Portuguese, pedagogical actions that need to be incorporated daily in the classroom by professors to promote inclusion. In this direction, the study aims to identify inclusive practices from the perspective of the translators and interpreters of Libras/Portuguese that contribute to the inclusion of deaf undergraduates. The performance of the educational interpreter permeates the interpretation from a source language (sign language) to a target language (oral language). In this way, it is necessary for the Libras interpreter to work together with the professors, helping them with information about the various methods that can be used in the classroom to promote the inclusion of deaf undergraduates. The deepening of the theme will be based on the interlocution of authors such as Quadros (1997), Lacerda (1998), Valentini and Bisol (2012), among others. In methodological terms, we opted for qualitative research of an exploratory nature, since it directs the researcher to seek information that helps in the process of inclusion of the deaf person. Thus, the application of semi-structured questionnaires was adopted to the TILSP that work in the higher level at IFPB- Federal Institute of Paraíba campus João Pessoa/PB and to the professors; interview with deaf undergraduates, as well as non-participant observation in the classroom. The data collected indicate that the attributions of the TILSP that operate in the educational environment permeate the technical skills of converting from the Portuguese language to Libras and the collaborative work of the TILSP with the professor is necessary. To conclude, as a final product, a booklet is presented with several suggestions pointed out by TILSP and Deaf participants in this research that can guide the practice of professors who have deaf students in the classroom.