Interpretação intermodal do conceito energia em aulas de Química com estudantes surdos: uma abordagem linguística

Abstract

The performance of the translator and interpreter of Libras - Portuguese is fundamentally based on the mediation between two languages of different modalities. However, listening or seeing a particular language demand from the professional attention to the topic being discussed and terms presented, since words or signs may have different meanings depending on the context in which they introduce, especially because in certain areas have a specific language. Thus, it is indicated that the translator and/or interpreter performs a semantic-pragmatic inference of the ideas presented by the communicator to enable a better performance. In this sense, in intent to analyze this type of inference by this professional, four chemistry classes were filmed of a class of the 2nd grade of high school that had two deaf students and one interpreter of Libras - Portuguese, addressing the issue Thermochemistry in a public school in Minas Gerais. Through a case study it was noticed the interpreter’s difficulty in establishing a semantic-pragmatic inference regarding the term Energy, that is, because he didn’t have specific knowledge about the subject of the lesson, he signaled as if he was referring to electric energy. Therefore, it is understood that the teacher is an indispensable partner to the interpreter for (trying) to allow him greater clarity about the context in which he’s immersed.