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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Thus a questionnaire containing 10 ten questions was applied along with the term of free informed consent. Editora 34,p. In the present work we analyzed the leei of all IFECT interpreters in relation to their service with deaf students, professors performance and institution conditions. According to the IFECT data, deafness is the disability with a higher frequency among the students that occupy these vacancies.

Creative Education, 8, O teatro no cruzamento de culturas. In order to avoid problems and guarantee the quality of the education offered to the deaf public, these students should be the main focus of these professionals, whether in public or private schools, to empowered them and meet their specific demands.

The dissatisfaction involved the lack of equipment and specific materials not offered to deaf students.

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The visual dimension, thus, constitutively interacts with the verbal dimension or vice-versaadding value to it. Therefore, sign language interpreting in the theatrical sphere demands that these professionals be aware that both the verbal sm the visual texts are inseparable. It is in these study periods that SLTIs explore and find out clues regarding the elements that will constitute utterances produced during the theatrical performance.

Currently the challenge of including people with disabilities is real in the Brazilian Federal Network of Professional, Scientific and Technological Education. Another important issue cited was the lack of specific signs to interpreter, which according to one of the interpreters: Federal University of Santa Catarina.

According to Limap. Both SLTIs have more than two years of experience in interpreting.

Verbo-visualidade e seus efeitos na interpretação em Libras no teatro

We consider the professional SLTIs that interpret during theater performances verbal-visual elements that are part of the stage and thus dialogue with it, becoming part of the performance text, part of the theatrical scene.

Thus, new researches involving not only interpreters but also teachers and deaf students are in need for a more detailed analysis and to improve teaching this audience. The verbal-visual 10463, i.

As they form citizens technically prepared for working on the real life, the presentation of an inclusive 10346 is crucial for contributing with the education of people with special needs such as deaf people.

In addition, they should be better trained to attend deaf students, needing greater investment in continued training and qualification as well as rm the interpreters that need to learn more signs to work.

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It is necessary to consider text in its broad sense, distant from the notion that it has only a verbal nature. Some commented about the 1046 of basic knowledge of LIBRAS among the staff and teachers that would be essential and helpful with deaf students. Investigating it beyond its verbal dimension, we considered it as an organic whole that is materialized at the very moment theatrical scenes happen.

They face daily challenges regarding intermodal and interlingual translation and interpreting, since in both translation and interpreting they work with a sm pair in which one of the languages is oral Portuguese and the other is visual-gestural Libras.

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Translators and Interpreters of Brazil ian Sign Language: Text in the source language wm Portuguese: Thus the interpreters end up having a holistic view of all teaching and learning process of the deaf student and can contribute significantly to it, doing more than only interpreter disciplines Martins, In the present study we investigated the perception of Brazilian interpreters that work in a Federal Institute of education, science and technology in the northern region of Brazil.

From operation to action: In this perspective, translators and translation texts do not function as equivalents, but inevitably as mediators, since they are situated in an intersection of two sets to which they belong, being part both of the text and culture from where the mobilization of discourses occurs, and of text and culture into which the text is translated.

According to the interpreters, in order to improve the teaching and learning process of deaf students, for example teachers could receive practical guidance on strategies to be used with this public, with the increase of visual materials, approaches and strategies.

Signing Sequence D — SLTI uses pointing, space demarcation, referring to the object in the scene, thus reinforcing pointing. ABSTRACT In this article, we examine the activity of simultaneous interpreting from Portuguese to Brazilian Sign Language Libras in the theatrical sphere, based lek a dialogue between interpreting and theater studies, and theoretical formulations by Bakhtin and the Circle.

Russian Essays on Visual Culture.

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At same time their unsuccessful experiences have been informally reported, revealing the necessity of specialization and further continued training. One of the interpreters commented: In Brazil, the inclusion of people with hearing disabilities in the educational system is much more recent and characterized as a slow process Dias et al. Clearly, the union of all professional efforts with their li with deaf people in the educational environment, including the sign language interpreters, may improve the teaching quality on attending this public.

The author presents two pieces of evidence: Signing sequence — SLTI reproduces the actress gestures, delineating space by pointing, circumscribing the space. Brait points that Voloshinov was even included in Tekstura: We must also consider that the activity of simultaneous interpreting deals with immediacy and unpredictability.

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Russian Essays on Visual Culture, 18 an essay collection.

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. This result is consistent with the fact that IFECT had 20 twenty deaf students enrolled in three of its four campuses in the time of this research.

But it is accepted that there is a difference between the specific activity of written texts translation — which involves texts written in a source language and a substantial time for executing the work, the possibility of consulting dictionaries, correcting and adjusting the text that is produced in the target language — and the activity of simultaneous interpreting, which happens in a given limited space and time and works with texts in their final version just as it is expressed in the target language cf.

Therefore, it is important to consider the concrete situation of enunciation and the social environment in which it happens:. At the linguistic perspective, the absence of signs for teaching complex disciplines forces the interpreters to: These texts constitute a verbal-visual totality which creates an indissoluble whole directly influencing their forms of production, circulation, and reception.

Seleskovitch e, to explain the interpreting process from her first published works, having an avid interest in psychology, cognitive structures and processing operations, such as short-term memory and knowledge use.

There are many authors who understand translation and interpreting both as similar and distinct processes at the same time. The Libras interpreter used the following strategy: Several inquiries appeared in the field of conference interpreting from the s, influenced by cognition studies, cognitive psychology and neurolinguistics, which, with empirical and experimental surveys, lej at describing and presenting interpreting specificities as translation of oral texts in face-to-face interactions.

Our objective is to investigate verbal-visual discourse and its sense effects on Libras interpreting by means of a qualitative analytical-descriptive study of two theater performances in which Sign Language Translators and Interpreters SLTI interpreted them so as to guarantee communication accessibility to deaf people. Therefore the teachers that extensively use visual material as their greatest ally on the teaching process are the most successful professionals on teaching deaf students.

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 emm physical space are highly relevant.