NARRATIVES ON THE LABYRINTHS OF TRANSLATION AND INTERPRETATION IN MATHEMATICS EDUCATION: THE ADDITIVE FIELD IN QUESTION

Abstract

This study investigates the interface between Brazilian Sign Language (Libras) and Mathematics Education. The objective was to analyze the conceptions of two Libras-Portuguese interpreters regarding their professional practice in the translation and interpretation of word problems involving additive situations. The Theory of Conceptual Fields and studies on the translation and interpretation of mathematical word problems in Libras were used as the theoretical framework. Two Brazilian Sign Language interpreters from a public school on the southern coast of Bahia participated in the study. Semi-structured interviews and video recordings were used as data collection techniques. Data were analyzed using dialogue as a conversational method to seek new insights into the theme, coupled with a thorough analysis of the videos. The results show that the practice of the professionals represented here is generally permeated by a paternalistic perspective, in which the figure of the interpreter is reduced to that of a “helper” for deaf individuals. The way interpreters conceive their practices and translation choices can contribute to broadening deaf students' possibilities of understanding problem statements in the target language. The urgent need for professional development programs that articulate translation competencies with the specificities of the conceptual fields of Mathematics is reiterated.