Interlocutor Teachers and Deaf Education: Inclusion in São Paulo State Public Schools

ABSTRACT

This research aimed to identify the social function of the interlocutor teacher, who works in deaf education in São Paulo public schools, with attributions not specified by public policies. Two complementary studies were carried out: in Study 1, a material, made available by a secretary of education for collective reflection on the function of the interlocutor teacher, was analyzed in order to identify the social meaning of the professional activity; in Study 2, we analyzed the process of assigning personal sense in the activity of interlocutor teacher, in professionals of a city in São Paulo state. Twenty-one participants were interviewed, with the support of a semi-structured guide. From the references of Historical-Cultural Psychology, the method of analysis was: empirical description of the data; elaboration of analytical categories; and return to concrete reality in order to explain it. From the Study 1, we can understand the social meaning of the activity of the interlocutor teacher as being a teacher. However, Study 2 shows that meaning is not shared among the professionals, who understand they have to work as interpreters. It is concluded that federal and state public policies are contradictory, and the teaching organization in São Paulo public schools contemplates a relation of subordination among teachers. We highlight that the interlocutor teacher must have a teaching activity in partnership with the teacher in charge of the class, and together they have to work towards organizing teaching activities for all students.

KEYWORDS:
Special Education; Inclusive Education; Teaching Functions