Resumo

MARTINS, Vanessa Regina de Oliveira  e  NASCIMENTO, Gabriel Silva Xavier. The role of the educational interpreter and deaf learning: an analysis of the master position in the educational relationship in an inclusive classroom. Educação e Filosofia [online]. 2022, vol.36, n.78, pp.1715-1744.  Epub 29-Jan-2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v36n78a2022-66231.

Sign language translators and interpreter’s part within inclusive education constantly rises theoretical debates about the conception of their “role”. Thus, we commonly see prescriptions that delimit their practices and attributions by characterizing a supposed professional “identity”. Nevertheless, this study aims to analyze what is produced in the interpretive-pedagogical activity of the educational interpreter, beyond the scope of “professional identity”, and within the effective actions produced by the position and context assumed on a daily basis. Thus, we understand that this interpretative function is constituted in the logic of “difference”, by relational and pedagogical activation with the deaf subject in the school context. The thesis undertaken is that the pedagogical function of the educational interpreter is established as an effect of the educational act. We focus on the analysis of deaf learning and its co-construction of knowledge, produced with and by the signs emitted by the educational interpreter as an effect of the educational event. Therefore, this article analyzes the conceptual movement of the master position from the studies of the hermeneutics of the subject, in Michel Foucault, assuming it as an articulator of the interpretative-pedagogical function of the educational interpreter that materializes in and through the teaching context.

Palavras-chave : Educational Interpreter; Libras; Master Position.

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