Relações entre os docentes, o intérprete educacional e o estudante surdo incluído no ensino fundamental I em Venda Nova do Imigrante/ES

Abstract

The inclusion of deaf students in mainstream education is legally mandated as a means of democratizing the school environment, safeguarding their rights, and promoting citizenship. This topic encompasses multiple perspectives, emphasizing the human dimensions of all those involved in the dynamic educational process. From this standpoint, the present study focuses on the professionals directly engaged in the schooling of deaf students, given their close proximity to learners and their pivotal role in fostering learning. The objective of this research was to analyze the pedagogical relationships between teachers and the Educational Interpreter in the teaching and learning process of a deaf student enrolled in a primary school (Ensino Fundamental I) in the municipality of Venda Nova do Imigrante, Espírito Santo, Brazil. This is a qualitative case study, in which the research subjects were the classroom teachers of the deaf student and the Educational Interpreter. Data were collected through semi structured interviews, participant observation, and the researcher’s field journal. The analysis was conducted through the construction of categories derived from content analysis. The findings indicate that the lack of specialized training for bilingual and inclusive settings undermines pedagogical practices and hinders effective collaboration between teachers and the Educational Interpreter, whose performance is constrained by insufficient qualifications in the field. The study revealed a lack of joint planning, scarcity of adapted teaching materials, and the absence of an approach that acknowledges Brazilian Sign Language (Libras) as the deaf student's first language. It is concluded that collaboration between teachers and interpreters is essential for quality education, requiring investments in training, pedagogical planning, and accessible resources. The findings underscore the need for educational policies that ensure equitable instruction aligned with the specific needs of teaching and learning in inclusive contexts.