INCLUSIVE PRACTICES IN SPECIAL EDUCATION: the role of the Libras interpreter in school mediation

Abstract

This study investigates the essential role of Brazilian Sign Language (Libras) interpreters in the inclusion of deaf students in regular education, highlighting their function as cultural and educational mediators. Beyond translating content, interpreters facilitate communication between deaf students, teachers, and hearing peers, promoting the appreciation of deaf culture and the development of inclusive pedagogical practices. The research examines public policies, such as Law No. 10.436/2002 and Decree No. 5.626/2005, which regulate the use of Libras in the Brazilian educational system. Although these policies have led to significant advancements, challenges remain, particularly regarding the continuous training of interpreters and their integration into the school environment. Studies suggest that interpreters require ongoing training to act as mediators in the teaching-learning process, going beyond linguistic translation. The recognition of deaf culture in schools is crucial for full inclusion, ensuring that the linguistic identity of deaf students is respected. The study concludes that revising the curricula for the training of teachers and interpreters, with an emphasis on bilingual education and the appreciation of deaf culture, is essential to promote truly inclusive education. Additionally, strengthening public policies and investing in the joint training of interpreters and teachers are identified as key to the success of this inclusion.