Resumo:
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.
