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.

摘要
本研究旨在明确巴西圣保罗州公立学校聋人教育（deaf education）领域中，对话教师（interlocutor teacher）的社会职能——该岗位的职能并未在公共政策中予以明确规定。本研究开展两项互补性研究：在研究1中，我们对圣保罗州教育厅发布的一份用于集体反思对话教师职能的材料展开分析，以明确该职业活动的社会意义；在研究2中，我们针对圣保罗州某城市的对话教师群体，分析其在职业活动中赋予自身工作以个人意义的过程。本次研究共招募21名参与者，借助半结构化访谈指南（semi-structured guide）开展访谈工作。基于历史文化心理学（Historical-Cultural Psychology）的理论视角，本研究采用的分析方法包括：对研究数据进行经验性描述、提炼分析范畴，以及回归具体现实以阐释研究现象。
从研究1的结果可知，对话教师职业活动的社会意义可被界定为教师职能范畴。但研究2显示，该职业的意义并未在从业者群体中达成共识，受访者普遍认为自身需承担口译员的工作。本研究最终得出结论：联邦与州级公共政策存在矛盾，且圣保罗州公立学校的教学组织架构体现出教师间的从属关系。本研究强调，对话教师应与班级主课教师开展协作式教学活动，二者需共同致力于为全体学生组织策划教学活动。