As estratégias utilizadas pelo intérprete educacional de libras em aulas de inglês em escolas da rede pública de Teresina: uma análise do perfil e da competência tradutória

Abstract

This study's primary goals are to investigate the educational profile of the translator-instructor of Brazilian sign language - Libras - (TILS/IE) who performs into English classes in public schools in Teresina, Piauí, as well as analyze the most prevalent translation strategies and competitions. It is based on the language, description, and instruction studies of the Academic Master´s in Letters at UESPI. In our study, we used a sample made up of five TILS/IE. To analyze the sample, two questionnaires were used, the first of which sought answers about the TILS/profile, IE's while the second provided information about their translation strategies and competencies. As such, the research was supported by Vinay and Darbelnert (1995) in terms of translation procedures; the PACTE Group (2003) and Hurtado Albir (2005) in terms of subcompetencies; and Lacerda, Santos, and Martins (2019) in terms of the interpreters of Libras and its mediation as TILS/IE. With the results, we can see that, in terms of the TILS/IE profile, the qualification in the area of Libras is quite broad, with the formation of these professionals coming from the most diverse areas of knowledge. In light of this, we can see that, due to a lack of fluency in the English language, the strategies used by educational translators and interpreters during English classes are geared toward Libra education, particularly the use of dactylology. With the analyses, we discover that this practice does not place us among the most representative linguistic competitions for our research topic, as these are limited to a subcompetition. We believe that, in light of the results presented, new studies could be conducted, taking into account other avenues targeted by this study.