ABSTRACT
The Translator and Interpreter of Brazilian Sign Language-Portuguese - TILSP which works in the classroom presents assignments that are not restricted to communicative mediation between languages, but include the promotion of discursive interactions between the deaf and the hearing that lead to the construction of meanings and therefore to the production of knowledge. For this, he needs to know the profile of the student who will act and then select linguistic, translational and interpretive methods and strategies appropriate to the student. It also needs to establish a partnership relationship with teachers, aiming at linguistic adjustments to the various fields of knowledge. In view of this, we conducted a research that aimed to reflect on the performance of a TILSP from the perspective of higher education, discussing issues that go beyond language proficiency and also involve professional action strategies to deal with deaf students. The results showed that, due to the particularities of the courses and the linguistic differences among the deaf, the TILSP tends, for example, to expand the interpretation, adding terms that would not be in the source discourse in the first, and to intensify the use of classifiers, so that the message is better understood. Bringing these issues together helps us revisit the multiplicity of the universe of translation and interpretation regarding possible action strategies to be used, as well as the nuances of deaf education in inclusive higher educational spaces.
Keywords:
higher education; educational translation and interpretation of Libras-Portuguese; practices of action