Tradução de conceitos químicos: perspectiva dos intérpretes de libras

Abstract

Inclusive education aims to ensure that all students have equal access to the school curriculum. In the context of science education, especially in Chemistry, inclusion can be even more challenging due to the complexity and technicality of concepts. This study aims to analyze the strategies used by Libras Interpreters (SI) from the Federal Institutes of Piauí (IFPI) and State schools in the interpretation of chemical concepts. The research was conducted using a qualitative approach and a questionnaire. The results show that the lack of specific signs for chemical terms and the complexity of scientific concepts are the main challenges faced. Interpreters report difficulties in preparation due to the scarcity of support materials, such as specialized Libras dictionaries for Chemistry. To overcome these barriers, they use strategies such as visual analogies, fingering, repetition of signs and use of visual materials. However, the effectiveness of these practices is considered only partial, indicating the need for more resources and training. The research highlights that IFPI interpreters have better working conditions due to greater interaction with teachers and access to specialized tools, while interpreters in state schools face additional difficulties due to less institutional structure and support. The main recommendation of the study is the creation of accessible teaching materials and specific dictionaries for Chemistry in Libras, in addition to promoting greater collaboration between interpreters and teachers to improve educational inclusion.