Discursos sobre o Papel do Tradutor-Intérprete Educacional de Libras/Português / Discourses about the Role of the Educational Translater-Interpreter of Libras/Portuguese

RESUMO: O tradutor-intérprete educacional de Língua Brasileira de Sinais (Libras)/Português é fundamental em um espaço educacional que busca ser inclusivo a surdos, porém sua função vem sendo debatida frente à pluralidade existente quanto às disciplinas e aos contextos nos quais esses profissionais atuam. Diante disso, este trabalho promove uma discussão a fim de somar a um constructo que, aos poucos, tece uma perspectiva mais clara acerca dos aspectos que caracterizam a prática de um intérprete educacional. Para isso, analisaram-se respostas de 53 intérpretes de diferentes regiões do Brasil, obtidas por meio de um questionário enviado via Google Forms, que indagava sobre qual seria a sua função no âmbito educacional. A partir disso, aplicando o método de análise de conteúdo, identificaram-se quatro categorias que apontavam o intérprete educacional como: colaborador no processo de inclusão, mediador cultural, coformador do discente surdo e mediador linguístico. Compreende-se que, em sua complexidade, a função do intérprete educacional possui alguns desdobramentos que não podem ser ignorados, atribuindo a esses profissionais um lugar de indiferença ou assistencialismo excessivo nos processos de ensino e de aprendizagem. Ao contrário, eles devem participar ativamente, compreendendo o que caracteriza sua função, também a partir do diálogo com a instituição, discente surdo e comunidade surda.

ABSTRACT: The educational translator-interpreter of Brazilian Sign Language (LIBRAS)/Portuguese is essential in an educational space that seeks to be inclusive for the deaf, however his/her role has been debated in view of the existing plurality regarding the disciplines and contexts in which these professionals work. Due to that, this work promotes a discussion in order to add to a construct that gradually makes a clearer perspective about the aspects that characterize the practice of an educational interpreter. For this, answers from 53 interpreters from different regions of Brazil, obtained through a questionnaire sent via Google Forms, which asked what their role in the educational field would be, were analyzed. From this, applying the method of content analysis, four categories were identified that pointed to the educational interpreter as: collaborator in the inclusion process, cultural mediator, co-trainer of the deaf student and linguistic mediator. It is understood that, in its complexity, the role of the educational interpreter has some ramifications that cannot be ignored, attributing to these professionals a place of indifference or excessive assistance in the teaching and learning processes. On the contrary, they must actively participate, understanding what characterizes their role, also based on dialogue with the institution, deaf students and the deaf community.

Frequency and type of alterations during medical interpretation by trained healthcare interpreters / 国際保健医療

Objective  This study aimed to identify the types, frequency, and clinical significance of altered interpreta-tion in clinical settings.Methods  Routine outpatient encounters involving Portuguese-speaking Brazilian patients, Japanese doctors, and hospital-provided interpreters were digitally recorded and transcribed. Segments of consecutively interpreted utterances were coded as “altered,” in which the interpreter changed the meaning of the source utterance, or “unaltered (accurate),” and the types and frequency of occurrence were analyzed. Altered interpretations were categorized as clinically negative or positive and classified into four categories: omission, addition, substitution, or voluntary intervention. Incidents resulting from alterations were investigated. Reliability was assessed by examining the correlation between random independently coded samples.Results  In total, 111 encounters were analyzed. The mean segments per encounter was 67.9 (range 14-186), and the mean frequency (standard deviation) of altered interpretations per 100 segments was 46.7 (14.3) for accurate interpretations; 46.1 (17.9) for negative or not significant alterations, including 27.2 (10.3) for omissions, 6.0 (5.0) for additions, 10.4 (6.9) for substitutions, and 2.5 (2.7) for voluntary interventions; 0.0 (0.2) for alterations potentially leading to an incident; and 26.2 (11.9) for positive alterations, including 1.8 (2.6) for positive omissions, 7.7 (4.7) for positive additions, 7.8 (6.3) for positive substitutions, and 8.8 (5.2) for positive voluntary interventions. The frequency of negative alterations was weakly negatively correlated with number of segments per minute (r＝−0.339). Conclusion  Trained healthcare interpreters with fewer clinically significant altered interpretations were effective. Professional medical providers should recognize the importance of positive alterations by healthcare interpreters and collaborate with them to provide safe medical care for foreign patients. To facilitate the provision of appropriate medical care to a growing foreign population with diverse cultural and linguistic needs, undergraduate medical education should teach aspiring medical professionals how to collaborate with healthcare interpreters and foreign patients.

Tradutor e intérprete de Libras: visão de um grupo de professores do Ensino Superior / Brazilian sign language translator and interpreter: view of a group of higher education professors / Traductor e intérprete de Libras: vista de un grupo de profesores de Educación Superior

Objetivo: analisar a visão de um grupo de professores de duas Instituições de Ensino Superior acerca do tradutor e intérprete de Libras (TILS). Método: estudo descritivo, de caráter quantitativo e qualitativo. Foi realizada entrevista semiestruturada junto aos 14 professores que têm alunos surdos em suas turmas. Para análise dos dados foi adotado o método de análise de conteúdo. Os conteúdos foram agrupados em dois eixos temáticos: a) visão de professores acerca do papel do TILS: em relação ao surdo, ao professor e à turma; b) visão de professores quanto à relação entre professor e TILS. Resultados: Todos os participantes afirmaram que compete a tal profissional traduzir as falas do professor para Libras. 57% concebem o processo de tradução para mediar à aprendizagem e 43% para transmitir conteúdo. Na relação com os professores, 71% consideram que o TILS deve adequar-se ao professor e à disciplina, e 29%, que cabe ao TILS orientá-lo quanto ao aluno surdo. Quanto à interação do aluno surdo com outros acadêmicos, 64% consideram que o TILS deve favorecer tal interação, e 29%, que ele não deve intervir nesse aspecto. Conclusão: as parcerias entre TILS e professores do ES ainda se encontram num processo inicial de construção nas IES. As particularidades pertinentes às ações de cada profissional e os pontos de convergência entre as mesmas vêm sendo identificadas. É necessário o implemento de pesquisas, que promovam conhecimentos capazes de subsidiar parcerias entre TILS e professores do ES construídas a partir da troca de conhecimentos e informações acerca dos conteúdos acadêmicos.

Objective: view of the role of TILS: in relation to the deaf, the teacher and the class; b) teachers' view of the relationship between teacher and TILS. Method: descriptive study, quantitative and qualitative. A semi-structured interview was conducted with the 14 teachers who have deaf students in their classes. For data analysis, the content analysis method was adopted. The contents were grouped into two thematic axes: a) teachers' view of the role of TILS: in relation to the deaf, the teacher and the class; b) teachers' view of the relationship between teacher and TILS. Results: All participants stated that it is up to such a professional to translate the teacher's statements into Libras. 57% design the translation process to mediate learning and 43% to stream content. In relation to teachers, 71% consider that TILS should be adapted to the teacher and the discipline and 29% that it is up to TILS to advise them on deaf students. Regarding the interaction of deaf students with other academics, 64% consider that TILS should favor such interaction and 29% that they should not intervene in this aspect. Conclusion: The partnerships between TILS and IES teachers are still in an initial process of construction in IES. The particularities pertinent to the actions of each professional and the points of convergence between them have been identified. It is necessary to implement researches that promote knowledge capable of subsidizing partnerships between TILS and IES teachers built from the exchange of knowledge and information about academic content.

Objetivo: analizar la opinión de un grupo de docentes de dos instituciones de Educación Superior (IES) sobre el traductor e intérprete Libras (TILS). Método: estudio descriptivo, cuantitativo y cualitativo. Se realizó una entrevista semiestructurada con los 14 maestros que tienen estudiantes sordos en sus clases. Para el análisis de datos, se adoptó el método de análisis de contenido. Los contenidos se agruparon en dos ejes temáticos: a) visión de los profesores sobre el papel de TILS: en relación con los sordos, el profesor y la clase; b) visión de los docentes sobre la relación entre docentes y TILS. Resultados: Todos los participantes declararon que corresponde a ese profesional traducir las declaraciones del maestro a Libras. El 57% diseña el proceso de traducción para mediar en el aprendizaje. 43% para transmitir contenido. En relación con los maestros, el 71% considera que TILS debe adaptarse al maestro y la disciplina y el 29% que corresponde a TILS asesorarlos sobre estudiantes sordos. Con respecto a la interacción de los estudiantes sordos con otros académicos, el 64% considera que TILS debería favorecer dicha interacción y el 29% que no deberían intervenir en este aspecto. Conclusión: Las asociaciones entre TILS y los maestros de IES todavía están en un proceso inicial de construcción. Se han identificado las particularidades pertinentes a las acciones de cada profesional y los puntos de convergencia entre ellos. Es necesario implementar investigaciones que promuevan el conocimiento capaz de subsidiar alianzas entre maestros TILS y IES construidas a partir del intercambio de conocimiento e información sobre contenido académico.

Melancolia de Lars Von Trier e a psicopatologia contemporânea / Lars von Trier's Melancholia and contemporary psychopathology / Melancolia de Lars von Trier y la psicopatología contemporánea

Diferentemente das abordagens que veem o filme de Lars Von Trier como ilustrativo de um quadro de melancolia, o autor, partindo de um interpretante que permeia todo o enredo - o slogan - o vê como uma reflexão psicopolítica sobre os impasses em que estão envolvidos os sujeitos ativos no mundo ocidental, englobados pelas formas contemporâneas do capitalismo e do cientificismo tecnológico. O slogan é usado pela personagem central - uma publicitária - como prótese que substitui as relações afetivas básicas. A necessidade de uso desta prótese, que estrutura um comportamento histérico, está ligada a dinâmica da família de origem da personagem. Quando esta prótese perde seu papel de sustentação ocorre o encontro com o vazio, a depressão, e uma lenta reconstrução da identidade agora des-alienada. Alegoricamente este processo está representado pelo choque entre um planeta desgarrado e a terra.

Differently from approaches that see Lars von Trier's film as illustrative of a melancholic state, the author, from the standpoint of a concept that permeates the entire plot and functions as an interpreter - the slogan - sees it as a psycho-political reflection about the impasses where active subjects of western world find themselves surrounded by contemporary forms of capitalism and technological scientificism. The slogan is used by the main character - a publicist - as a prosthesis that replaces basic affective relationships. The need of using this prosthesis, which structures a hysterical form of behavior, is related to the character's original family dynamics. As this prosthesis loses its supportive role, emptiness and depression show up and afterwards a slow reconstruction of the now dis-alienated identity begins. Allegorically, this process is represented by the collision of a planet hurling through space and the Earth.

A diferencia de los abordajes que ven la película de Lars von Trier como ilustrativa de un cuadro de melancolía, el autor de este texto, partiendo de un interpretante que permea todo el enredo -el slogan- lo ve como una reflexión psico-política sobre los impases en que se encuentran los sujetos activos en el mundo occidental, englobados por las formas contemporáneas de capitalismo y cientificismo tecnológico. El slogan es usado por el personaje central - una publicitaria - como una prótesis que substituye las relaciones afectivas básicas. La necesidad del uso de esta prótesis, que estructura un comportamiento histérico, está relacionada a la dinámica de la familia de origen del personaje. Cuando esta prótesis pierde su papel de sustentación sobreviene el encuentro con el vacío, la depresión y una lenta reconstrucción de la identidad, ahora des-alienada. Alegóricamente este proceso está representado por el choque entre un planeta desgarrado y la tierra.

Difficulties and overcoming strategies experiencedby immigrant medical interpreters / 国際保健医療

<B>Introduction</B><BR>The objective of this study was to explore experiences of immigrant medical interpreters working in Japanese hospitals and their view on how to improve medical interpreting services.<BR><B>Methods</B><BR>We conducted semi-structured interviews to five Brazilian and Argentinean interpreters working at two hospitals in Aichi Prefecture. The interviews explore their experiences since they started working as an interpreter focusing on difficulties and strategies to overcome them. We also asked how they saw medical interpreter system in Japan and how it can be improved. The interviews were recorded and transcribed. Descriptions related to difficulties and overcoming strategies were extracted from the transcription, coded and summarized into subcategories, then, to categories.<BR><B>Results</B><BR>Forty subcategories were extracted concerning difficulties and strategies immigrant medical interpreters experienced. They were integrated into eight categories. Their experiences were described as follows (« »shows categories). Immigrant medical interpreters started their career with«Groping due to lack of relevant experiences and training», therefore, they experienced«Initial difficulties and hardship». They devised various«Initial strategies to overcome difficulties»and improved their skills. Then they faced«Bafflement and dilemma as experienced». They struggle to bring«Change and contrivance as experienced»to themselves and to their colleagues. As they overcame serious difficulties, they gradually equipped with«Concern and consideration as a medical interpreter». Through experiences as an interpreter, they found out«Meaning of being an interpreter», and started«Taking on a new role»beyond what were assigned to them.<BR><B>Conclusion</B><BR>This study portrayed immigrant medical interpreters’ experiences on difficulties they faced as well as strategies to overcome them. It is important to enhance social recognition of medical interpreters and establish medical interpreter system in order to improve access of immigrants to health care.

O intérprete de língua de sinais no contexto da educação inclusiva: o pronunciado e o executado / The sign language interpreter in the inclusive education context: what is proposed and what is put into practice

este estudo busca problematizar o papel do Tradutor-Intérprete de Língua de Sinais (TILS) no espaço de escolarização com estudantes surdos incluídos. A escolha deste tema é justificada pela importância deste profissional no contexto da atual política de inclusão de surdos, a qual é refletida no reconhecimento de sua profissão, a partir de lei específica. A pesquisa foi realizada em cinco escolas estaduais, sendo duas do Ensino Fundamental II e três do Ensino Médio, que contavam com a presença do nas salas de aula. Com o objetivo de analisar a atuação deste profissional, foram realizadas entrevistas com 13 intérpretes e feitas observações de suas atuações, durante três meses. Os dados obtidos mostraram que, apesar de este profissional já se fazer presente há alguns anos nas escolas pesquisadas, havia muita confusão em torno de seu papel e, em consequência, a sua atuação era descaracterizada. Isso ficou patente no confronto entre o pronunciado e o executado pelos TILS pesquisados. Enquanto parecia haver um discurso coeso e bem elaborado sobre a profissionalização do TILS, notamos, na prática, certo esvaziamento de pressupostos que dariam significado à educação de surdos. Entre eles, consideramos questionável o estabelecimento de uma configuração educacional que delegava ao TILS a responsabilidade pedagógica com os surdos, pois isso reforçava a condição de passividade dos surdos ante uma matriz curricular construída para os padrões ouvintes. Essa situação era agravada pelas lacunas existentes em termos de compromisso profissional dos TILS.

This study aims to investigate the role of the Sign Language Interpreter Translator (SLIT) within the scope of schooling of included deaf students. We chose this theme because of the importance of the SLIT in current inclusion policy of deaf students, reflected in the recognition of the interpreter as a professional, according to a specific law. The study was undertaken in five state schools, namely two basic education schools and three secondary schools, which have SLITs in the classrooms. With the objective of analyzing the interpreter's performance, we carried out interviews and classroom observations with thirteen interpreters, over the span of three months. The data showed that, given the fact that these professionals had been working for some years in the schools that were analyzed, there is still a lot of confusion as to what their actual role is, and as a consequence, their work did not fit the job description. This fact was revealed when we confronted what was proposed with what was actually performed by the investigated SLITs. Although there seems to be well-structured and elaborate discourse regarding SLIT professionalization, we noted in practice the inadequacy of certain assumptions which would make deaf student education gain significance. Among them, we raised issue as to the educational configuration which allowed the SLITs to be pedagogically responsible for the deaf students, because that would reinforce their passive status within a curriculum devised for hearing students. This situation was aggravated by gaps existing in SLIT professional commitments.

Present situation and challenges of medical interpreters in Japan:Results of a questionnaire survey / 国際保健医療

<B>Introduction</B><BR>The questionnaire survey was conducted among medical interpreters to clarify the duties of medical interpreters and the contents of training programs, and to analyze the challenges in practice.<BR><B>Methods</B><BR>The self-reported questionnaires were distributed to NPOs of medical interpreters, local international exchange associations, and hospitals with medical interpreters. They were directly collected to authors and analyzed.<BR><B>Results</B><BR>The number of valid responses was 284 (response rate: 33.4%). 46.1% of the respondents had worked as medical interpreters for 5 years or more. There were a few fulltime workers and 76.4% worked as a part-time interpreters. The respondents could interpret 14 languages including sign language. Only 8.5% of them had worked more than 20 times per month, while 68.3% worked less than 4 times per month. 54.4% of the respondents have had training of medical interpreting for more than 20 hours. The respondents answered their difficulties as medical interpreters between medical providers and foreign patients.<BR><B>Discussions</B><BR>This study was targeted at medical interpreters and revealed that many medical interpreters were working at hospitals and other health facilities. The training programs to develop knowledge, skills and ethical conduct are urgently needed to establish the professionalism of medical interpreters. The coordinators are essential to advocate the roles of medical interpreters to medical providers and foreign patients, and to support medical interpreters.

Formação, profissionalização e valorização do professor surdo: reflexões a partir do Decreto 5.626/2005 / Formation, professionalization and valueing of deaf teachers: reflections after the Decree 5.626/2005

O texto apresenta como tema reflexões sobre o Instrutor de Libras e o Professor de Libras dentro da escola de Educação Básica. Tem como objetivo refletir sobre o significado da denominação de Instrutor dada ao profissional surdo e compreender de que maneira essa denominação está expressa no Decreto 5.626/2005. A partir dessa reflexão, verifica-se que o Instrutor de Libras caracterizado no Decreto é de um profissional que não possui formação pedagógica, porém é citado de forma alternativa ao papel desempenhado pelo Professor de Libras dentro da escola de Educação Básica. Verifica-se, ainda, que Instrutor de Libras tem sido a denominação dada ao profissional surdo, mesmo quando ele exerce atividade peculiar à docência e possui formação pedagógica. Assim, evoca-se que a busca por uma educação que considere a cultura, identidade e processo de aprendizagem do surdo será alcançada mediante a primazia de profissionalização, reconhecimento e valorização dos próprios profissionais surdos dentro das escolas de Educação Básica. Essa valorização passa pelo reconhecimento do profissional surdo que ensina Libras como um Professor de Libras, sendo um profissional que participa dos debates e tomadas de decisão, e se envolve no processo educativo de seus pares.

The paper presents reflections on the theme Sign Language - Libras Instructor and Teacher of Libras within basic education schools (elementary, middle and high school education). The study aims to reflect on the meaning of the name instructor attributed to the deaf professional in order to understand how that term is reflected in the 5626/2005 Decree. Studying this designation, it appears that the instructor is characterized by the Decree as a professional who does not have pedagogical training, though he or she is expected to play an alternate role to the Libras teacher within basic education schools. Also, the term Libras Instructor has been used to designate deaf professional, even when they exercise activities related to teaching and have completed pedagogical training. Thus, the undertone is that the search for an education that considers culture, identity and learning processes of the deaf will be achieved by the primacy of professionalization, recognition and appreciation of deaf professionals themselves within basic education schools. This appreciation includes the recognition of deaf professionals that teach Libras as a Libras Teacher that should participate in debates and decision making, and should be involved in the educational process of their peers.

A Survey of the Awareness and Ability of Health Care Providers to Cope with Language Barriers at Medical Facilities in Hyogo, Japan / 国際保健医療

<B>OBJECTIVE:</B><br>This study aims to examine the awareness and ability of health care providers to cope with language barriers at medical facilities in Hyogo Prefecture, Japan, and to clarify the issues concerning health care for foreigners.<br><B>METHODS:</B><br>In total, 2100 copies of self-report questionnaires on issues of health care for foreigners were mailed to health care providers of 352 hospitals in Hyogo. The survey was conducted from February to March 2010.<br><B>RESULTS:</B><br>The response rate of medical facilities was 21.6% (76/352), whereas that of the health care providers was 15.2% (320/2100). Approximately 10% hospitals handled foreign patients at least once per month, and they dealt with patients using several languages, including English, Chinese, Korean, and others. The providers' main issue was communication with their foreign patients. The documents and booklets for guidance regarding some health care procedures at the hospitals were also poorly prepared. It is therefore exceedingly necessary for hospitals to provide common documents in different languages; moreover, the government or local authorities should arrange for public medical interpretation services.<br><B>DISCUSSION:</B><br>Medical facilities in Hyogo have been struggling to improve their linguistic capabilities, and it is difficult to indicate whether public organizations concerned with medical interpretation are being recognized. Efforts on the part of medical facilities and local and national governments, as well as cooperation of nonprofit organizations, are immensely essential to resolve the issue of multilingual health care. This survey suggests that to help people with diverse languages, the health care system in Japan should be improved rapidly, particularly with regard to the establishment of licensed professional medical interpreters.

A needs survey of medical service for foreign residents in Japan from the viewpoint of medical practitioners-Report of a survey for doctors in Gunma medical association and Gunma pediatric association- / 国際保健医療

<B>Introduction</B><BR>Recently, an increasing number of registered foreigners get married and bear children in Japan. At the same time, a variety of needs for maternal and child health (MCH) impose burden for medical practitioners. A questionnaire survey was conducted to clarify the situation of MCH service for foreign residents.<BR><B>Method</B><BR>Self-report questionnaires developed by “The study group for MCH in a multiethnic and multicultural society” were sent by mail to the pediatricians registered in the Gunma medical association or Gunma pediatric association. In total, target number was 299. The survey period was between 2003/10/6-11/3.<BR><B>Result</B><BR>The number of valid response was 167. Out of 167, 155 doctors replied to have experience of caring foreigners. 75% of them had the experience of trouble in communication. For the question of the need of translator, 76.8% of doctors answered “absolutely necessary” or “necessary if the quality of translation is high enough”. Desired competencies for translators were “Accurate translation of diagnosis, hands on of treatment strategy” or “To help taking detailed patient's history”.<BR>For the experience of using MCH handbook in foreign languages, 52.9% of doctors answered “Never used it”.<BR><B>Discussion</B><BR>We found that the majority of doctors had difficulty in communicating with foreigners.<BR>To meet the doctors' requirement for the competency of translator, two strategies should be considered. One is to develop professional medical translator through education of basic medical knowledge or Japan's health care system. The other is to train foreigners already engaging in translation.<BR>For communication tools development, user friendly concept should be reflected including 1) adscript of foreign and Japanese languages, 2) illustration usage and 3) eye-friendly materials for elderly. Contents should have explanations including 1) diagnosis and treatment policy for common disease, 2) ways of coping with common symptoms, and 3) the information of a variety of Japan's welfare services.

Risk of Ad hoc Interpreters on the Medical Care Services for Brazilian Residents in Japan / 国際保健医療

The purpose of this study is to describe issues in use of interpreters when Brazilian residents have an access to the medical care services in Japan. Focus groups were undertaken with three groups of eighteen Brazilian residents in Shizuoka prefecture. Data analysis drew upon the principles of summarizing content analysis.<BR>The participants' proficiency in Japanese language varied; six were intermediate level, eight were basic level, and four were unable to communicate in Japanese. Ten of them used interpreters at medical care services. Those interpreters were usually ad hoc, untrained individual such as members of the family, friends, or outsourced personnel. Summarizing content analysis revealed three themes as follows: When using ad hoc interpreter; The interpreter may omit, add, or substitute some words/phrases therefore the interpretation may be inaccurate. The interpreter may not understand the medical terms because those terms are not used daily. Absence of trained medical interpreters at medical facilities; It is tedious to find an interpreter. The patient cannot provide sufficient information to a physician, nor can he/she understand what a physician explain, nor know the effect/side effect of the medicine. Measures to improve the communication between Brazilian patients and physicians; The presence of a hospital interpreter would be essential. Written notes are highly appreciated.<BR>Communication barriers between a physician and a patient can be seen regardless of the presence of an interpreter. It is important to tell the interpreter to interpret a word/phrase uttered by both a patient and a physician accurately and to explain to him/her of the importance of privacy protection in advance. It is also suggested that a physician needs to avoid to use the technical terms, explain in words which could easily be understood by a patient or give notes to a patient so that there will be a better communication between a physician and a patient.

O intérprete universitário da Língua Brasileira de Sinais na cidade de Curitiba / A sign language university level interpreter working in the city of Curitiba

No Brasil, o trabalho com intérpretes em Língua Brasileira de Sinais iniciou-se nos anos 80 e pode, dessa forma, ser considerado recente, assim como também é recente a legitimidade da sua importância que ainda está em processo de consolidação. A presente pesquisa tem como principal objetivo discutir e explicitar questões relativas ao trabalho de intérpretes de língua de sinais em uma universidade e dois centros universitários particulares da cidade de Curitiba. Para isto foram aplicados dois questionários para dois grupos distintos, um voltado para os intérpretes que atuam em universidades da cidade de Curitiba, e outro voltado para os surdos universitários que possuem intérpretes em sala de aula. Ambos os questionários continham questões abertas e fechadas. De acordo com as análises dos dados, constatou-se a importância dos intérpretes em sala de aula para o processo de aprendizagem dos estudantes surdos. Contudo, verificou-se também uma série de questões que subjaze a discussão sobre a efetividade no contexto da interpretação, tais como: qualidade na formação dos intérpretes, conhecimento antecipado da disciplina para a tradução, dificuldade na relação Língua Portuguesa/LIBRAS, relação intérprete/professor, dentre outras. A partir dessas considerações, vemos que, no cenário da educação dos surdos brasileiros, essas questões apenas refletem o descaso das autoridades com relação à educação dessa população, assim como evidenciam as dificuldades lingüísticas e sociais relativas à surdez. Esse trabalho apresenta-se, nessa direção, como o início de uma reflexão sobre o contexto do intérprete universitário, porém, muito ainda precisa ser entendido para que mudanças mais efetivas possam ser realizadas.

In Brazil, work with Brazilian sign language (Libras) interpreters began in the eighties, so this can be said to be a recent proposal, as is recent the consideration of sign language as a legitimate and important language, which is an ongoing process. The main objective of this study is to discuss some issues concerning the context of sign language interpreters within one private university and two community college centers in the city of Curitiba. Two questionnaires were applied with two distinct groups: one with the interpreters that work in university and colleges in Curitiba, and another with the deaf university students who have interpreters in their classes. Both questionnaires had open and closed questions. The data analyses showed that the interpreters were important to the deaf students' learning processes. Nevertheless, the results also highlighted a number of issues underlying the discussion about effectiveness of interpretation in the university context i.e.: the quality of the interpreter preparedness, previous understanding or preparation of the subject matter content, difficulties in the relation to Portuguese/Libras, difficulties in the relationships between interpreter and teacher, among others. From these considerations, it is clear that the Brazilian scene for education of deaf people reflects the lack of involvement of public authorities as to deaf education. There are still a great many linguistic and social challenges related to deaf education at the university level. This study intends to present an initial discussion about interpreters at the university level, nevertheless, much still has to be understood in order for effective changes to occur.

A inclusão escolar de alunos surdos: o que dizem alunos, professores e intérpretes sobre esta experiência / School inclusion of deaf students: what students, teachers and interpreters say about this experience

Este artigo focaliza uma experiência de inclusão de aluno surdo em escola regular, com a presença de intérprete de língua de sinais. Alunos, professores e intérpretes envolvidos foram entrevistados e seus depoimentos analisados. Os dados indicam problemas que ocorrem no espaço escolar, alguns identificados pelos entrevistados como desconhecimento sobre a surdez e sobre suas implicações educacionais, dificuldades na interação professor/intérprete e a incerteza em relação ao papel dos diferentes atores neste cenário. Os depoimentos apontam ainda dificuldades com adaptações curriculares e estratégias de aula, exclusão do aluno surdo de atividades. Todavia, tais aspectos são negligenciados, já que há um pressuposto tácito de que a inclusão escolar é um bem em si. Pretende-se contribuir para a reflexão acerca de práticas inclusivas envolvendo surdos, procurando compreender seus efeitos, limites e possibilidades e buscando uma atitude educacional responsável e conseqüente frente a este grupo.

This paper focuses on the experience of deaf student inclusion in a regular school, with the presence of sign language interpreters. The students, teachers and interpreters involved were interviewed and their statements were analyzed. These data describes the problems occurring at school as ignorance on deafness and its educational implications, difficulties in the professor/interpreter interaction and uncertainty about the role of the different actors involved. They also highlight difficulties with curricular adaptations and class strategies, and the exclusion of the deaf student from activities. Nevertheless, such aspects are disregarded because it is tacitly assumed that school inclusion is good in itself. We intend to contribute to a reflection about inclusive practices involving the deaf, seeking to understand their effects, limits and possibilities and looking for a responsible and coherent educational attitude toward this group.