THE ROLE OF LIBRAS INTERPRETERS IN THE LEARNING PROCESS OF DEAF STUDENTS

Abstract

This article aimed to analyze the role of Libras interpreters in the learning process of deaf students, emphasizing their relevance to the implementation of inclusive education. The study, of a qualitative and bibliographic nature, was carried out based on the analysis of legislation, official documents, and scientific works that discuss deaf education, Libras, and the training and performance of interpreters in the school context. The results showed that the presence of interpreters ensures linguistic accessibility and contributes to building a more democratic school environment, enabling the effective participation of deaf students in the educational process. It was also identified that the work of these professionals goes beyond literal translation, requiring cultural and pedagogical sensitivity, as well as collaboration with teachers and school managers. However, challenges such as work overload, lack of clear regulation, and insufficient continuing education programs still limit the effectiveness of their practice. It is concluded that valuing and qualifying interpreters are essential conditions to ensure the right to learning for deaf students, strengthening their autonomy, cultural identity, and citizenship.