Name: PRISCILA ANDRESSA MUZY DE ALMEIDA LAMÔNICA
Publication date: 18/06/2026
Examining board:
Name |
Role |
|---|---|
| ARLENE BATISTA DA SILVA | Examinador Interno |
| EULUZE RODRIGUES DA COSTA JUNIOR | Presidente |
| MÁRCIA LISE LUNARDI-LAZZARIN | Examinador Externo |
| PEDRO HENRIQUE WITCHS | Examinador Interno |
| SILVANA AGUIAR DOS SANTOS | Examinador Externo |
Summary: This study examines the work of Sign Language Translators and Interpreters (TILS) in musical performances within Brazilian educational contexts. The objective is to analyze the sociological implications that permeate the practices and processes of translation and interpretation of songs into Brazilian Sign Language (Libras), developed in schools with bilingual educational proposals for deaf students within the municipal education system of Vila Velha/ES, in dialogue with Translation and Interpreting Studies in Sign Languages the field of Sign Language Translation and Interpreting Studies (ETILS). In theoretical terms, the research is grounded in the constructs of Figurational Sociology developed by Norbert Elias (1994a, 1994b, 2001a, 2001b, 2008, 2011), articulated with contributions from the Sociology of Translation, especially the works of Gisèle Sapiro (2008a, 2008b, 2008c, 2010, 2016, 2017, 2019, 2024) and Michaela Wolf (2007, 2009, 2021). Methodologically, this is a qualitative and exploratory study, developed through a case study conducted in a municipality in the state of Espírito Santo, with data collected through participant observation and discussion circles. The research field consisted of schools with bilingual educational proposals for Deaf students within the municipal school system of Vila Velha. The participants were nine TILS working in eight different schools in the municipal education system. The recording instruments used included a notebook for field notes, a laptop computer, and a mobile phone for audio and image recording. The research demonstrates that the translation and interpretation of songs into Libras are socially situated practices, shaped by power relations, institutional conditions, and non-linear educational and professional trajectories, functioning as pedagogical and cultural devices within the school environment. Data analysis revealed that, although there have been normative advances, linguistic accessibility still depends on informal mediation and unequally distributed resources, which may lead to precarious translational and interpretive practices in educational institutions. Even so, these practices reconfigure social figurations by expanding the centrality of Libras, despite structural limitations and linguistic hierarchies.
