Analysis of interactions among deaf students at inclusive school with bilingual project

Abstract

This work aims to present reflections about the quality of interactions between deaf students and school community, specially the Brazilian Sign Language (Libras) interpreter, in middle school context. The investigation was performed at an inclusive bilingual nucleus school for deaf students in the countryside of São Paulo state. It was a qualitative-descriptive research with field observation. Thus, data was collected through observation of an 8th grade group, with field diary register and a semi-structured interview with the educational interpreter. The research counted on the support from Programa Institucional de Bolsas de Iniciação Científica - PIBIC/CNPq/UFSCar. As results, it was observed that the school provides an important space for Libras circulation and, thereby, favors the deaf students’ empowering towards linguistic and cultural claims. However, the largest student interaction happens among their deaf peers and with the educational interpreter. Interaction between deaf people and listeners happens, but in a limited way. It is suggested Libras teaching proposals for listener students in order to intensify discourse quality and interaction in this language.