Resumo

BONFIM, Tatiane Cristina  e  MARTINS, Vanessa Regina de Oliveira. Educational interpreting and the inclusive and bilingual policies: educational counteractions of/with the deaf. Rev. Educ. Questão [online]. 2021, vol.59, n.61, e-25905.  Epub 19-Abr-2022. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2021v59n61id25905.

The article aims to present the results of a master's research that analyzed the transposition of truth discourses in the daily practices of Educational Interpreters (EI), observed through their narratives, paired with analysis of the guidelines of public policies for bilingual education for the deaf, implemented by the Department of Education, in the early years of an elementary school in a city in the interior of the state of São Paulo. It is descriptive research, a case study, of a qualitative approach. The Deaf Studies and Michel Foucault's philosophies of difference grounds the data here presented. We verified that the daily practices of the EI still reflect a very complex inclusive educational paradox: it can be observed practices that point in the direction of the education of/with the deaf, therefore, aligned with the deaf resistance and, sometimes, aimed at education for the deaf, based on the logic of hearing people, binding itself to the normative-corrective-pathological character.

Palavras-chave : Educational interpreter; Bilingual education for the deaf; Libras; Counteraction.

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