Relação entre o professor e o intérprete de libras no ensino de ciências para o aluno surdo: uma relação pedagógica necessária

Abstract

This study aims to understand the articulation between teachers of Natural Sciences of Basic Education and the professionals TSLI (INTERPRETER TRANSLATOR OF BRAZILIAN LANGUAGE OF SIGNS) in the scientific teaching of deaf students in an inclusive school context. The theoretical basis is based on authors who bring concepts about the education of the deaf, science teaching for the deaf, spontaneous and scientific knowledge, in addition to current legal documents related to public policies that address the rights and accessibility of deaf people. The approach to the concept of mediation is the one presented by Vygotsky. Its foundation on defectology was also considered as a theoretical basis. Structured interviews were conducted with teachers of Natural Sciences, with TSLI, adding up 7 participants. The interviews were conducted in two state public schools in the municipality of Itajubá-MG, with professionals who work with deaf students. The results reveal that the science teacher and TSLI relationship needs to be rethought, as well as the methodologies to be worked with these students. It also demonstrates the lack of information by the teachers about the deaf person and the disregard of TSLI as part of pedagogical and teaching-learning practices. Thus, this study questions the role of TSLI as a simple interlocutor and, therefore, we consider that teacher and TSLI are mediators in the teaching-learning process. We could conclude that there is a lack of articulation among professionals, as well as clear knowledge of their roles, and that, without such articulation, work aimed at the deaf student will be impaired. The importance of spontaneous knowledge must be considered, as this may support the learning of scientific concepts. In addition, deaf students, like anyone else, have the right to learn with respect to scientific knowledge related to science teaching, and that it is necessary to develop with these students a reflective, critical thinking, as well as an active behavior for children. social practices.