Devido à sua importância para o país, foram sancionadas a Lei nº , .. Disponível em: [ Links ]. The interpreters of Sign Language have an essential role in the education of [Paper reference 1]. 6 set. No caso dos relativamente incapazes, a lei não lhes retira a ingerência ou a participação na vida jurídica. Eles praticam os atos em seu próprio.
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Crítica à nova sistemática da incapacidade de fato segundo a Lei 13.146/15
On this aspect, the Fm language interpreters are very important as they are part of this educational scenario with an important role in it. Editora da Unicamp,p. It is necessary to think Brazilian Sign Language interpreting in the theater beyond the perspective of dramatic texts translation, taking interpreting into consideration, for interpreters are in an enunciative situation at the same time the theatrical scene happens, with all its verbal-visuality.
They are texts in which verbal-visuality presents en as constitutive, making it impossible to exclude either the verbal or the visual dimension and, specially, the forms integrated by these dimensions to produce meaning BRAIT,p. In sum, we point out that the data analysis presented here reinforce the importance of the verbal-visual nature of texts produced in the theater and emphasize that this verbal-visuality, so present in theatrical scenes, is an essential material for Libras interpreting, especially because its target text is a visual-gestural language, a verbal-visual language in its own essence.
In this topic, we detected a problem in one campus as all negative answers were from the same campus.
At the linguistic perspective, the absence of signs for teaching complex disciplines forces the interpreters to: During video montage Figure 03 we used the video of the scene as a whole, but enlarged the video of the interpreters so we could better see the details of the production of sign language utterances.
Signing Sequence D — SLTI uses pointing, space demarcation, referring to the object in the scene, thus reinforcing pointing. These professionals also reported the importance of teachers learning sign language for improving the psychological aspects of these students and their perception of the institution acceptance.
In the next excerpt, from P2 Charts 03 and 04we observe the same object on stage a paper roll representing an architectural project held by the character in different ways.
When the language pair being translated or interpreted involves a visual-spatial language, it is necessary to think that the whole architectonic construction, the project of elements that compose this enunciation, the discourses, the cultural context and all the visual interferences in the physical space are highly relevant.
The visual dimension, thus, constitutively interacts with the verbal dimension or vice-versaadding value to it.
From operation to action: Text in the source language — Portuguese: Each period and social grouping has had its own repertoire of speech forms for ideological e in human behaviour. She was in the audience where she could see all the performance, in front of the SLTI who was interpreting Chart Signing sequence — SLTI reproduces the actress gestures, delineating space by pointing, circumscribing the space.
Another important issue cited was the lack of specific signs to interpreter, which according to one 1043 the interpreters: The dissatisfaction involved the lack of equipment and specific materials not offered to deaf students. Deafness and Hearing Loss. Without this visual-verbal play, it is not possible to build the object of knowledge, nor the subjects involved in the construction and the reception of knowledge BRAIT, lie, p.
In addition to the verbal-visual dimension we have already discussed along the text, another basis for this study is the conception of the forms of utterances.
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Some commented about the lack of basic knowledge of LIBRAS among the staff and teachers that would be essential and helpful with deaf students. As research subjects, we chose two professional SLTIs hired by the cultural institution and the actors.
Harvard University Press, Based on dialogism, as proposed by Bakhtin and the Circle, we examined utterances that are in a discursive and ideological chain and, for this analysis of Libras interpreting, took into account the text produced in theatre performances by actors and professional SLTIs. Even so, the focus of these inquiries was only interpreting processes, training and quality.
O teatro no cruzamento de culturas. Because inclusion is not just a detail here or there, but as a whole, from the entrance door to the classroom.
Libras in medical graduation: the awakening to a new language
It is, thus, different from studies that are based on linguistic theories of a structural or formalistic nature. Inquiries and Actions in the Areas of Education and Health. According to the IFECT data, deafness is the disability with a higher frequency among the students that occupy these vacancies.
As they form citizens technically prepared for working on the real life, the presentation of an inclusive profile is crucial for contributing with the education of people with special needs such as deaf people. The interpreters of Sign Language have an essential role in the education of deaf students in all countries including Brazil.
In the analyzed texts, the visual and the verbal elements are fused, creating utterances in constant dialogue with other utterances. Approaching interlingual interpreting as a discursive practice, Sobral and Nascimento propose that it mobilizes genres in circulation; that is, interpreters, during their activity, mobilize discourses which are already part of social-historical ways of symbolically constituting the world 11 and are constituted by specific semiotic-ideological systems. Translated by Albert J.
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Cadernos Educacionais, 36, In the present work we analyzed the perception of all IFECT interpreters in relation to their service with deaf students, professors 104366 and institution conditions.
In dealing with a theatrical scene, especially, we must be aware of the unrepeatability of that scene, which is singular the moment it happens. In a classroom with a mono-oral-language educational system, it is impossible to these students to advance in their studies and acquire knowledge with quality without an interpreter Lacerda,