<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052024000100425</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.77756</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A RELAÇÃO ENTRE DOCENTE DE MATEMÁTICA E INTÉRPRETE DE LIBRAS: uma análise a partir de subjetividades e relações de poder]]></article-title>
<article-title xml:lang="en"><![CDATA[THE RELATIONSHIP BETWEEN MATHEMATICS TEACHER AND LIBRAS INTERPRETER: an analysis based on subjectivities and power relations]]></article-title>
<article-title xml:lang="es"><![CDATA[LA RELACIÓN ENTRE EL PROFESOR DE MATEMÁTICAS Y EL INTÉRPRETE DE LIBRAS: un análisis basado en subjetividades y relaciones de poder]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rayssa Feitoza Felix dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Daniella Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>76</numero>
<fpage>425</fpage>
<lpage>437</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000100425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000100425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000100425&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente investigação se insere no estudo da relação entre dois profissionais que participam diretamente no processo de ensino de matemática a estudantes surdos em escolas regulares, a saber, o docente de matemática e o intérprete de Libras. O objetivo do estudo consiste em analisar as relações constituídas entre docentes de matemática e intérpretes de Libras. Para fundamentar os conceitos-chaves da pesquisa optouse pela concepção pós-estruturalista que vêm, assim, conferir potência às discussões através da apreciação das historicidades, dos devires em jogo. O lastro teórico da pesquisa se firma, portanto, numa rede entre autores da abordagem pós-estruturalista, estudiosos da inclusão e educação de surdos, dentre eles, Deleuze (2006), Quadros (1997). Esta investigação possui abordagem qualitativa e tem como cerne dos procedimentos metodológicos a observação direta em aulas de matemática que dispõem de intérpretes de Libras e entrevistas semiestruturadas com os professores de matemática e os intérpretes de Libras das salas de aula observadas. Após a coleta de dados, realizou-se a análise de discurso a partir do contato com esse universo que estuda o discurso e o percebe como a palavra em movimento, em curso. Percebemos durante a pesquisa, a provisoriedade de pessoas e contextos e, assimetrias em saberes e poderes evidenciados nas relações de poder estabelecidas entre os participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present investigation is part of the study of the relationship between two professionals who directly participate in the process of teaching mathematics to deaf students in regular schools, namely, the mathematics teacher and the Libras interpreter. The aim of the study is to analyze the relationships established between mathematics teachers and Libras interpreters. To substantiate the key concepts of the research, the post-structuralist conception was chosen, which thus gives power to the discussions through the appreciation of the historicities, of the becomings at stake. The theoretical basis of the research is established, therefore, in a network between authors of the post-structuralist approach, scholars of inclusion and education of the deaf, among them, Deleuze (2006), Quadros (1997). This investigation has a qualitative approach and has as its core methodological procedures direct observation in mathematics classes that have Libras interpreters and semi-structured interviews with mathematics teachers and Libras interpreters in the observed classrooms. After data collection, discourse analysis was carried out based on contact with this universe that studies discourse and perceives it as a word in motion, in progress. We noticed during the research, the temporary nature of people and contexts, and asymmetries in knowledge and powers evidenced in the power relations established between the participants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación se enmarca en el estudio de la relación entre dos profesionales que participan directamente en el proceso de enseñanza de las matemáticas a los alumnos sordos de las escuelas regulares, a saber, el profesor de matemáticas y el intérprete de Libras. El objetivo del estudio es analizar las relaciones que se establecen entre los profesores de matemáticas y los intérpretes de Libras. Para fundamentar los conceptos clave de la investigación, se optó por la concepción postestructuralista, que así da poder a las discusiones a través de la apreciación de las historicidades, de los devenires en juego. La base teórica de la investigación se establece, por tanto, en una red entre autores del enfoque postestructuralista, estudiosos de la inclusión y la educación de sordos, entre ellos, Deleuze (2006), Quadros (1997). Esta investigación tiene un enfoque cualitativo y tiene como núcleo procedimientos metodológicos la observación directa en clases de matemáticas que cuentan con intérpretes de Libras y entrevistas semiestructuradas con profesores de matemáticas e intérpretes de Libras en las aulas observadas. Luego de la recolección de datos, se procedió al análisis del discurso a partir del contacto con ese universo que estudia el discurso y lo percibe como una palabra en movimiento, en progreso. Notamos durante la investigación, la temporalidad de las personas y de los contextos, asimetrías de saberes y poderes evidenciadas en las relaciones de poder que se establecen entre los participantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[intérprete de Libras]]></kwd>
<kwd lng="pt"><![CDATA[professor de matemática]]></kwd>
<kwd lng="pt"><![CDATA[relação profissional]]></kwd>
<kwd lng="en"><![CDATA[Libras interpreter]]></kwd>
<kwd lng="en"><![CDATA[maths teacher]]></kwd>
<kwd lng="en"><![CDATA[professional relationship]]></kwd>
<kwd lng="es"><![CDATA[intérprete de Libras]]></kwd>
<kwd lng="es"><![CDATA[profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[relación profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
