The action of the Libras interpreters to deaf students in primary school

Abstract

This article aims to discuss the performance of LIBRAS interpreter in the classroom with deaf students in the early years of elementary school that have sparse vocabulary of the school context signals. In addition, it aims to promote a reflection on the issues involved. For the theoretical foundation, the conceptions presented by Lacerda (2013) were used. To execute the research, the methodological bases used were observation and questionnaire. Participants were four characters, two regent teachers graduated in pedagogy and two educational interpreters who work in elementary school in Itajaí’s municipal school system. Deaf students inserted in this context have LIBRAS knowledge considered insufficient, which disfavors their learning and the process of school inclusion. Completed interviews, the results were described and later the data collected were discussed. IE supports the teacher in planning activities and developing strategies for pedagogical practice prioritizing the visual aids. It must be emphasized that the interpreter assignments are different, because it is more of a professional in the classroom to mediate communication with the deaf student, who sometimes also plays a small part of regent teacher.