TACTILE EPISTEMOLOGIES AND GUIDE-INTERPRETER TRAINING IN THE CONTEXT OF DEAFBLINDNESS

Abstract

Deafblindness, recognized as a unique and complex disability, demands communicational and guiding practices that transcend traditional accessibility models. In this context, the guide-interpreter becomes an essential professional responsible for tactile, spatial, and linguistic mediation between the deafblind person and the world. This article discusses tactile epistemologies as a foundation for an ethical and sensory-oriented training of guide-interpreters. Methodologically, this is a qualitative study with a theoretical-analytical approach, based on a narrative review of national and international literature, documentary analysis of accessibility regulations, and examination of training practices developed by organizations dedicated to deafblindness. This methodological pathway made it possible to identify structural gaps in current training programs and to map the linguistic, technical, relational and bodily competencies required for effective service to deafblind individuals. The study argues that training guide-interpreters involves recognizing the centrality of tactile experience and the political role of the deafblind body in meaning-making, ensuring access, autonomy, and social participation.