The research sought to trace the process of inclusion of deaf students in public schools in the
municipality of Tocantinópolis, with emphasis on the importance of the translator-interpreter
of Libras-Português - TILSP and the consequences that their absence may have on the academic
life of deaf students. The objective is to realization map the number of deaf or hearing impaired
students enrolled in public schools in Tocantinopolis compared to the number of TILSP
employees or contractors. As methodological procedures, the research is characterized by a
qualitative approach, with bibliographic and documental characteristics. Using as a resource
for data collection a survey at the Tocantinópolis Department of Education and a questionnaire
with the TILSP. The legal provisions that provided theoretical support for this work were Law
no 10,436/2002 that makes official Libras as a legitimate language of the deaf community and
its regulation by Decree no 5,626/2005, which among several guidelines presents the criteria for
training professionals who will work with the education of deaf students. The problem studied
was to know, because even after 17 years of the Law regulating Libras and the mandatory
presence of TILSP in the educational fields, it is still possible to identify schools with deaf
students enrolled and who do not have the presence of the professional TILSP, so what
implications this absence may have for the academic life of this student? From the results
obtained, we can see that the training of professional translators and interpreters of sign
language is very recent in the Brazilian context, so the professionals working in this area are
not sufficient to meet all the demands of the Brazilian population. It was also observed that
there is a misunderstanding regarding the role played by TILSP in the educational field,
especially regarding its role in the classroom. It was noticed that for its hiring on a state level
there are requirements that in thesis do not guarantee that the professional who will work in the
school institution is qualified for proficiency in translation-interpretation, however the lack of
this specialist should not be seen as an option, as it has much to contribute to the inclusive
education and academic training of the deaf student, so it is understood that for its capacity, a
higher education is relevant that will give subsidies for its work and consequently improve the
translation-interpretation skills. Therefore, TILSP needs to be valued, because together with
the teacher they are responsible for helping the deaf student in building knowledge.
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