Relação entre o professor de matemática e o intérprete de libras : diferenças e repetições no processo de ensino

This present investigation is part of the study of the relationship between two professionals who directly participate in the process of teaching mathematics to deaf students in regular schools, namely the mathematics teacher and the Libras interpreter. In this sense, the objective of the study is to analyze the relationships established between the Libras interpreter and the mathematics teacher, considering the subjectivities involved. To support the key concepts of the research, we opted for the post-structuralist conception based on the concept of difference and the criticism of the binary and universal regime of ideas, which thus give power to the discussions about deficiencies through the appreciation of historicities, of the events at stake. The theoretical basis of the research is established, therefore, in a network between authors of the post-structuralist approach, scholars of teacher education and researchers of inclusion and education of the deaf, among them, Deleuze (2006), Derrida (2009), Skliar (2010), Fiorentini (2003), Quadros (1997). This investigation has a qualitative approach, is characterized as exploratory research and has as its core methodological procedures direct observation in mathematics classes that have Libras interpreters and semi-structured interviews with mathematics teachers and Libras interpreters from the observed classrooms. After the production of the data, discourse analysis was carried out from the contact with this universe that studies the discourse and perceives it as the word in movement, in progress; and, that aligns with our theoretical foundation. We realized during the research, the provisionality of people and contexts, the becoming teacher/teacher, and asymmetries in knowledge and powers evidenced in the powerrelations established between the participants.