The study investigates conflict narratives of deaf students and translators/interpreters of Libras/Portuguese that emerge from research interviews with the researcher-interpreter at the National Institute of Education of Deaf (INES). The theoretical and analytical perspective is situated in the scope of Applied Linguistics, through analysis of narratives about conflict, in relation to narratives of suffering, stigma and resistance, in textual, interactional and sequential perspectives, with evaluations, deixis and constructed dialogue. The methodology is qualitative and interpretative, with criteria of research ethics, emic in nature and data generation in research interviews. There is a discussion of the conventions of data transcription for oral languages, conversation analysis, and Libras, with written glosses. The conventions used seek to encompass the complexity of signaled interactions in Libras, with translations to Portuguese. The results of conflict narrative analysis indicate that: i) deaf students report experiences of conflict and stigma within their families, the discovery of deafness, and the interpersonal relationships with deaf and hearing people, mates and teachers/professors, at school and at college; ii) Libras interpreters report conflicts in professional settings, with the interference of hearing students in the interpretive act, in the classrooms, and also conflicts with hearing teachers. In the search for intelligibilities, proposals are focused on deaf students and interpreters of Libras: deaf students indicate the use of Libras by the hearing ones in the classroom, in addition to contesting stigma and oppression; and the Libras interpreters report conflicts in their professional practices.