Mediações pedagógicas na intercomunicação surdo-interpréte de libra : estratégias e práticas para facilitar à comunicação

Abstract

The lack of term signs for translating technical concepts is one of the main challenges faced by Libras and Portuguese Language Translators and Interpreters (TILSP) in the context of Professional and Technological Education. In this scenario, the present study aimed to understand how Libras interpreters create term signs in technical courses offered by the Federal Institute of Espírito Santo (Ifes). This is an exploratory study with a qualitative approach, conducted through a semi-structured questionnaire targeted at Libras interpreters working at the institution. The collected data were organized and analyzed using content analysis, categorized into various categories and subcategories. Ten Libras interpreters participated, all holding higher education degrees (three specialists, six with master’s degrees, and one with a doctorate). Most participants had over ten years of experience in education, with a primary age group between 24 and 50 years. From the questionnaire analysis, three main categories emerged: (a) Institutional challenges; (b) Pedagogical barriers; and (c) Language challenges. The institutional challenges extend beyond education, involving public policies and management issues. Notably, the lack of specific regulations governing TILSP performance at Ifes, absence of hiring policies, and infrequency of competitions contribute to professionals’ overload. Regarding pedagogical barriers, issues such as poor communication between teachers and interpreters, lack of content preparation before classes, and educational disparities between deaf and hearing students were observed. Additionally, many interpreters believe their initial training does not sufficiently prepare them for translating technical content effectively, highlighting the need for continued education tailored to different technical fields. Lastly, linguistic challenges include the absence of established terminologies in Libras for technical subjects and the consequent need to create term signs. To address this, interpreters employ strategies like classifiers and contextual adaptations to facilitate communication and provide deaf students access to technical content. It is concluded that there is no standardization in the development and use of term signs within this context, as each TILSP relies on personal experience, practice, and prior knowledge. The findings emphasize the importance of ongoing, collaborative efforts involving interpreters and the deaf community to develop, validate, and disseminate term signs that reflect the specific needs of technical fields.