Reflections on the Presence of Sign Language Interpreters in the First School Years

Abstract

This article aims to question the practice of sign language - oral language interpreters in the first school years and to discuss the implications of the presence of this professional in the process of sign language assimilation by deaf students and their learning process. We conclude that, through these professionals, besides the maintenance of the ideological reproduction that privileges groups of economic, political, linguistic, social, and cultural power, a new power relation is established within the school, contributing to the exclusion of deaf people from education. It is mandatory that we re-signify the concept of inclusion, distancing it from that which is restricted to school spaces in order to assign it an extensive meaning that ensures the social, cultural and linguistic recognition of deaf people in all social spheres.