Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context

Abstract

In Brazil, the school inclusion of deaf students has been a subject of discussion since 1990, and the barriers faced range from the structuring of the school to the way which the classes are prepared, also through mediation by the Translator e Interpreter of Libras (TILS). This paper discusses the difficulties encountered by this professional in mathematics classes in this inclusive school context, evidencing that schools, even with the presence of the interpreter, are built on methodologies that are almost totally focused on the listening students, which carries with it some relevant considerations about the role of TILS in the transmission of knowledge, highlighting the lack of initial and continuing training for this professional, as well as presenting reflections and questions for future research in the field of inclusive mathematics education for deaf students.

Keywords

• enseñanza de matemática para sordos
• inclusión escolar
• traductor e intérprete de libras