Inclusive Education for the Deaf: An Analysis of Mathematical Knowledge Intermediated by Brazilian Sign Language Interpreters

Abstract

The presence of Brazilian Sign Language (Libras) interpreters in inclusive classrooms and, consequently, their initial training are still recent developments in the Brazilian education system, and this presence has been greatly expanded since the 1990s. In this sense, we have a vast range of aspects to investigate. In the present chapter, our general objective is to identify how the initial training of Libras interpreters influences their performance in mathematics lessons that include deaf students. For this purpose, we interviewed four professionals, who are both qualified as interpreters and have degrees in different areas-one in mathematics, two in pedagogy, and one in geography. A semi-structured script was used for data collection, and interviews were audio-recorded and later transcribed verbatim. Among the results, we highlight: the need to rethink the Libras translator/interpreter training courses; how the performance of Libras interpreters in the classroom is influenced directly by their educational degrees (aside from that specific one for the interpreter performance), and how such influences become evident, for instance, during the process of creating signs that are inexistent in Libras for mathematical concepts; and an absence of interaction between teachers and translators/interpreters during the planning process of school activities.