Professor-Intérprete de ciências e biologia: dificuldades, facilidades e possibilidades

Abstract

The education of the deaf has been addressed through different methods over the centuries, with the methodological approach of bilingual education considered the most appropriate and current for the deaf education. It is crucial for the teacher in training to be aware of these different approaches and seek training to effectively work in this educational context. Thus, this text advocates the importance of the professional knowledge of the teacher as a mediator between the knowledge to be transmitted and the learning student. The specificity of the Science and Biology teacher-interpreter is emphasized, requiring competence in the subject matter and proficiency in Brazilian Sign Language (LIBRAS). Teaching directed towards deaf students requires reflection on the formative process of this teacher and the conditions in which they operate. This study presents my autobiographical journey as teacher-interpreter and discusses issues such as the possibility of a LIBRAS teacher-interpreter also being a teacher-interpreter, and the methodological approaches used in teaching deaf individuals. The text also provides a historical overview of educational approaches for the deaf and concludes with considerations on the research results, as well as the theoretical foundation used. It is worth noting that the study is not limited to narrating a trajectory bur reflects on how my life experience and training process influenced my role in teaching Science and Biology.