Interpretação educacional e as políticas inclusivas e bilíngues

This article shares some results on the bilingual education of the deaf and the role of the educational interpreter (IE) in the early years, raised in a master's research conducted in a postgraduate program in special education (PPGEEs). We analyzed the transposition of the truth speeches about the education of the deaf and their implications for effective daily practices by IE professionals. It was a descriptive research, case study, with a qualitative approach. The data were marked out by Deaf Studies and by the philosophies of difference in Michel Foucault. We found that the daily practices of IE still reflect a very complex inclusive educational paradox: there are practices that point in the direction of an education for / with deaf people, therefore, aligned with deaf resistance and at other times we see practices aimed at education for the deaf, based on the logic of the listening subject, linked to the normative-corrective-pathological character.