Social Representations in the construction of Mexican Sign Language Interpreter Identity in the Educational context
Abstract
Despite the key role of the Mexican Sign Language (LSM) interpreter in the educational inclusion of Deaf individuals, the profession remains underestimated and rendered invisible. The purpose seeks to understand the relationship between social representations and the configuration of the interpreter’s professional identity from a theoretical perspective. The methodology involves a documentary review; however, access to information was limited due to the nature of the topic. The review revealed that prevailing social representations reduce the interpreter to a technical facilitator role, and as a consequence, the complexity of their work is not recognized. This fragmented view overlooks the required linguistic, cultural, and educational competencies as factors that hinder full professional recognition. The construction of a professional identity for the LSM interpreter is essential to transform the social representations that render the interpreter invisible; at the same time, it strengthens their recognition within the educational context and ensures dignified working conditions that support this profession.
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References
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