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O intérprete de língua gestual portuguesa e os seus desafios em sala de aula: metodologias a adotar na colaboração professor-intérprete
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Abstract(s)
Nas últimas décadas, deparamo-nos com cada vez mais crianças com Necessidades
Educativas Especiais (NEE) nas escolas, que têm direito a vários instrumentos que
permitem derrubar as barreiras com que se deparam no seu quotidiano e que as
possibilitam de desenvolver o seu percurso académico com sucesso, garantindo um
futuro melhor.
O Decreto-Lei 3/2008, de 7 de janeiro, veio legislar todos os recursos que devem ser
disponibilizados a todas as crianças e jovens que deles necessitem, para que sejam
integrados e incluídos na sala de aula e não segregados e “escondidos”, como acontecia
há décadas atrás. Os alunos surdos também se encontram contemplados no Artigo 23º
deste Decreto-Lei, onde são descritos todos os recursos que a escola deve disponibilizar
para que façam o seu percurso académico de forma igual aos seus pares ouvintes. Um
desses recursos é o Interprete de Língua Gestual Portuguesa (ILGP) que é a ponte de
comunicação entre Professor e aluno, sendo por isso necessário que exista colaboração
entre estes dois profissionais.
No presente estudo foi aplicado o Questionário sobre Metodologias a adotar na
colaboração Professor – Intérprete (MCPILGP) a professores da educação regular com
experiência na lecionação a alunos surdos, de um Agrupamento de Escolas da Zona
Centro (n=36) e a Intérpretes de Língua Gestual Portuguesa (n=29).
Os resultados evidenciam a importância do trabalho do Intérprete, a colaboração entre
este e os professores, e ainda a necessidade de serem adotados métodos e criados
materiais para poder garantir aos alunos surdos a total compreensão, e o seu progresso
académico.
In the last decades, we have seen more and more children with Special Educational Needs (SEN) in schools, who are entitled to several instruments that allow them to overcome the barriers that they face in their daily lives and that enable them to develop their academic path with success, ensuring a better future. Decree-Law 3/2008, of January 7, legislated all the resources that should be made available to all children and young people who need them, to be integrated and included in the classroom and not segregated and "hidden", as happened decades ago. Deaf students are also contemplated in Article 23 of this Decree-Law, which describes all the resources that the school must make available for them to do their academic course in the same way as their peers. One of these resources is the Portuguese Sign Language Interpreter, which is the bridge between the teacher and the student, so there is a need for collaboration between these two professionals. In the present study the Questionnaire on Methodologies to be used in teacher - interpreter collaboration (MCPILGP) was applied to teachers of regular education with experience in teaching to deaf students, a grouping of schools in the Zona Centro (n = 36) and Portuguese Sign Language Interpreter (n = 29). The results highlight the importance of the Interpreter's work, his collaboration with teachers, and the need to adopt methods and material tools to guarantee deaf students the complete understanding and academic progress.
In the last decades, we have seen more and more children with Special Educational Needs (SEN) in schools, who are entitled to several instruments that allow them to overcome the barriers that they face in their daily lives and that enable them to develop their academic path with success, ensuring a better future. Decree-Law 3/2008, of January 7, legislated all the resources that should be made available to all children and young people who need them, to be integrated and included in the classroom and not segregated and "hidden", as happened decades ago. Deaf students are also contemplated in Article 23 of this Decree-Law, which describes all the resources that the school must make available for them to do their academic course in the same way as their peers. One of these resources is the Portuguese Sign Language Interpreter, which is the bridge between the teacher and the student, so there is a need for collaboration between these two professionals. In the present study the Questionnaire on Methodologies to be used in teacher - interpreter collaboration (MCPILGP) was applied to teachers of regular education with experience in teaching to deaf students, a grouping of schools in the Zona Centro (n = 36) and Portuguese Sign Language Interpreter (n = 29). The results highlight the importance of the Interpreter's work, his collaboration with teachers, and the need to adopt methods and material tools to guarantee deaf students the complete understanding and academic progress.
Description
Keywords
Intérpretes de língua gestual portuguesa Professores Alunos surdos Colaboração Inclusão Portuguese sign language interpreters Teachers Deaf students Collaboration Inclusion