LIBRAS INSTRUCTOR, TEACHER AND INTERPRETER

ROLE DISPUTES IN THE JATAÍ PUBLIC CONTEST (2019)

Abstract

The presence of deaf students in the early years of basic education requires educational policies that ensure early access to the Brazilian Sign Language (Libras), safeguarding the linguistic and cultural rights established by Law 10.436/2002 and Decree 5.626/2005. This article critically analyzes the public contest held by the Municipality of Jataí (Goiás) in 2019, which offered positions for “Libras Instructor” but whose duties largely corresponded to those of a Libras interpreter. The study is based on a documentary analysis of the official call for applications and on theoretical references concerning Libras acquisition, deaf identity, and the distinction between deaf teachers/instructors and Libras interpreters (Quadros; Karnopp, 2004; Skliar, 2013; Lacerda, 2009; Strobel, 2008; Perlin, 2013). Findings reveal that, although the position required a higher education degree (Pedagogy, Libras/Portuguese, or Teaching), its functions were essentially related to translation/interpretation between Portuguese and Libras, restricting the participation of deaf candidates and undermining the role of linguistic and cultural models in the early years. Of the 18 applicants, only 5 were deaf, none of whom succeeded due to the discrepancy between position and tasks incompatible with deafness, as well as the lack of adequate accessibility during the exams. In the end, eight hearing candidates were approved, which not only distorted the role of the Libras instructor but also reduced salary costs by “downgrading” the interpreter’s function to a lower-paid position. The analysis demonstrates the persistence of an oralist and economicist logic, rather than the development of a genuine bilingual policy for deaf students in primary education. Therefore, we argue that the contest represented a missed opportunity to consolidate the presence of deaf teachers in the municipal system, weakening the linguistic rights of deaf children. We conclude by stressing the need to redefine future contests to guarantee positions for deaf teachers of Libras, with higher education qualifications and fair remuneration, and to enhance the joint role of interpreters and deaf teachers, recognizing their distinct and indispensable functions.