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

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 d...

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Principais autores: Morás, Nadjanara Ana Basso, Langwinski, Luani Griggio, Boscarioli, Clodis
Formato: Artigo
Idioma: Espanhol
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2020
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/9936
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spelling peri-article-99362022-10-18T23:53:39Z Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context Reflexiones sobre la actuación del traductor e intérprete de libras en las clases de matemática en contexto escolar inclusivo Reflexiones sobre la actuación del traductor e intérprete de libras en las clases de matemática en contexto escolar inclusivo Morás, Nadjanara Ana Basso Langwinski, Luani Griggio Boscarioli, Clodis Ciências Humanas e Educação Matemática Enseñanza de Matemática para sordos; Inclusión Escolar; Traductor e Intérprete de Libras Mathematics education for Deaf; School Inclusion; Translator and Interpreter of Libras Enseñanza de Matemática para sordos; Inclusión Escolar; Traductor e Intérprete de Libras 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. En Brasil, la inclusión de alumnos sordos en el contexto escolar ha sido tema de discusión desde 1990, y las barreras enfrentadas van desde la estructura de la escuela hasta la manera en que las clases son preparadas, pasando también por la mediación de un Traductor e Intérprete de Libras (TILS). Este artículo discute la dificultades encontradas por ese profesional en las clases de Matemática en el contexto escolar inclusivo, evidenciando que las escuelas, aunque con la presencia del TILS, se construyen sobre metodologías dirigidas casi que exclusivamente a los alumnos oyentes. Eso suscita algunas consideraciones relevantes acerca del papel del TILS en la transmisión del conocimiento, destacando la falta de formación inicial y continua para ese profesional. Se presenta también reflexiones y cuestionamientos para futuras investigaciones en el ámbito de la Educación Matemática Inclusiva para los alumnos sordos. En Brasil, la inclusión de alumnos sordos en el contexto escolar ha sido tema de discusión desde 1990, y las barreras enfrentadas van desde la estructura de la escuela hasta la manera en que las clases son preparadas, pasando también por la mediación de un Traductor e Intérprete de Libras (TILS). Este artículo discute la dificultades encontradas por ese profesional en las clases de Matemática en el contexto escolar inclusivo, evidenciando que las escuelas, aunque con la presencia del TILS, se construyen sobre metodologías dirigidas casi que exclusivamente a los alumnos oyentes. Eso suscita algunas consideraciones relevantes acerca del papel del TILS en la transmisión del conocimiento, destacando la falta de formación inicial y continua para ese profesional. Se presenta también reflexiones y cuestionamientos para futuras investigaciones en el ámbito de la Educación Matemática Inclusiva para los alumnos sordos. Universidade Tecnológica Federal do Paraná (UTFPR) 2020-04-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/actio/article/view/9936 10.3895/actio.v5n1.9936 ACTIO: Teaching in Sciences; v. 5, n. 1 (2020); 1-20 ACTIO: Docência em Ciências; v. 5, n. 1 (2020); 1-20 2525-8923 10.3895/actio.v5n1 spa http://periodicos.utfpr.edu.br/actio/article/view/9936/7313 Direitos autorais 2020 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Espanhol
format Artigo
author Morás, Nadjanara Ana Basso
Langwinski, Luani Griggio
Boscarioli, Clodis
spellingShingle Morás, Nadjanara Ana Basso
Langwinski, Luani Griggio
Boscarioli, Clodis
Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context
author_sort Morás, Nadjanara Ana Basso
title Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context
title_short Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context
title_full Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context
title_fullStr Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context
title_full_unstemmed Reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context
title_sort reflections on the performance of the translator and interpreter of pounds in mathematics classrooms in the inclusive school context
description 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.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2020
url http://periodicos.utfpr.edu.br/actio/article/view/9936
_version_ 1805451142923026432
score 10,814766

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