Descrição
This paper represents part of a doctoral research project carried out on the Graduate Program in Translation Studies at the Federal University of Santa Catarina (UFSC), in Florianópolis, Brazil. The aim of this study is to discuss statements made by sign language interpreters (SLI) attending the undergraduate course in LIBRAS (Brazilian Sign Language) at the aforementioned university, regarding the construction of their professional identity and their approach to Translation Studies. This undergraduate course is in accordance with decree no. 5626/05, which provides for sign language translator/interpreter education, whereas previously their training was undertaken through differing independent means, such as extension and further education courses at a handful of universities, often with a focus on teaching. Santos (2006), Martins (2007), Hall (1997), Vasconcellos (2003, 2009) and Bhabha (2005) are some of the authors who have laid the groundwork for the discussion on these professionals’ educational process and of the implications. The expansion of the field of Translation Studies to include SLI research and training represents a breakthrough in their professional practice. Using their statements, this study seeks to promote such discourse and to analyze it in the context of the field. The hypothesis is that the creation and articulation of the Translation Studies course has enabled a theoretical and practical change for interpreters with positive professional consequences. These then start to analyse their translation/interpreting practice, questioning their own place as translation professionals, their relationship with the languages involved in the translation process and the implications arising from such process.
