Resumo

PINHEIRO, Lucineide Machado. THE (IN) DEFINITION OF THE ROLE OF THE CONDUCTING TEACHER AND THE EDUCATIONAL INTERPRETER IN THE “INCLUSIVE” SCHOOL: BETWEEN AREAS OF CONFLICT AND POSSIBILITIES FOR COLLABORATION. e-Curriculum [online]. 2020, vol.18, n.4, pp.2029-2051.  Epub 20-Jan-2021. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i4p2029-2051.

This article analyzes the role of the conducting teacher and the educational interpreter in the school inclusion of the deaf student, a representation that is undefined and controversial, which results in conflicts in the teaching-learning process. Supported by Vygotsky's Socio-Historical-Cultural Theory (1924-1934), this work is anchored in the Methodology of Critical Collaboration Research (MAGALHÃES, 2006) and in Sociodiscursive Interactionism (BRONCKART, 2006). The data were produced in a common school that has deaf students enrolled, through video recording of Portuguese language classes, reflective sessions and interviews with participants. The results show areas of conflict in the field of activity of the teacher and the interpreter due to the gaps in the education of these professionals who, added to other factors, contribute to an exclusionary inclusion and signal the need for collaborative work, in order to provide education of quality.

Palavras-chave : Inclusion; Deaf Students; Collaboration; Regent Professor; Libras Interpreter.

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