Entrevista com Anabel Galán-Mañas
DOI:
https://doi.org/10.26512/belasinfieis.v10.n2.2021.36191Palavras-chave:
Formação de tradutores/as. Desafios no ensino de tradução.Resumo
Nesta entrevista, Anabel Galán-Mañas, docente e pesquisadora da Universidade Autônoma de Barcelona e membro do Grupo PACTE, fala sobre diversas questões relativas à formação acadêmica de tradutores/as, seus desafios e avanços da perspectiva do sistema acadêmico espanhol e europeu nos anos recentes, compartilhando a sua experiência de ensino e pesquisa na área. Ela aborda problemas da formação, destacando a inserção do tradutor/a no mercado profissional e os impactos das novas tecnologias sobre a sua atuação e, ainda, discute importantes temas para a elaboração e a reformulação de currículos de cursos de tradução.
Downloads
Referências
Aguirre Fernández, E., & Guindal, M. D. (2020). “Entrepreneurship in Interpreting: A Blue Ocean Strategy Didactic Toolkit for Higher Education Interpreter Training”. HERMES – Journal of Language and Communication in Business, 60, 111-124. https://doi.org/10.7146/hjlcb.v60i0.121314
Álvarez-Álvarez, S., & Arnáiz-Uzquiza, V. (2017). “Translation and Interpreting Graduates under Construction: Do Spanish Translation and Interpreting Studies Curricula Answer the Challenges of Employability?” The Interpreter and Translator Trainer, 11(2-3), 139-159. https://doi.org/10.1080/1750399X.2017.1344812
Arango-Keeth, F., & Koby, G. S. (2003). “Assessing Assessment: Translator Training Evaluation and the Needs of Industry Quality Assessment”. In B. J. Baer & G. S. Koby (Eds.). Beyond the Ivory Tower: Rethinking Translation Pedagogy (pp. 117-34). John Benjamins.
Cai, J., Morris, A., Hwang, S., Hohensee, C., Robison , V., & Hiebert, J. (2017). “Improving the impact of educational research”. Journal for Research in Mathematics Education, 48(1), 2-6. https://doi.org/10.5951/jresematheduc.48.1.0002
Cain, T., & Allan, D. (2017). “The invisible impact of educational research”. Oxford Review of Education, 43(6), 718-732. https://doi.org/10.1080/03054985.2017.1316252
Chouc, F., & Calvo, E. (2011). “Embedding Employability in the Curriculum and Building Bridges between Academia and the Work-place: A Critical Analysis of Two Approaches”. La linterna del traductor, 4, 71-86.
Daryl H., Melby A., & Zheng W. (2014). “Surveying Translation Quality Assessment”. The Interpreter and Translator Trainer, 5(2), 243-267. https://doi.org/10.1080/13556509.2011.10798820
Drugan, J. (2013). Quality in Professional Translation: Assessment and Improvement (Bloomsbury Advances in Translation). Bloomsbury.
ELIA, EMT, EUATC, FIT Europe, GALA & LIND (Org.). (2019). “Language Industry Survey: Expectations and Concerns of the European Language Industry.” https://ec.europa.eu/info/sites/info/files/2019_language_industry_survey_report.pdf
Faria, J. G., & Galán-Mañas, A. (2018). "A formação de tradutores e intérpretes de línguas de sinais e línguas orais: um estudo comparado". Revista Trabalhos em Linguística Aplicada, 11(2), 265-264.
Galán-Mañas, A. (2009). La enseñanza de la traducción en la modalidad semipresencial [Tese de doutorado, Universitat Autònoma de Barcelona].
Galán-Mañas, A. (2011). “Translating authentic technical documents in specialised translation classes”. Journal of Specialized Translation (Jostrans), (16), 109-125.
Galán-Mañas, A. (2013a). “L’apprentissage par projets dans la formation de traducteurs. Une expérience pour professionnaliser l’étudiant”. Babel. Revue de Traduction, 59(1), 41-56.
Galán-Mañas, A. (2013b). “Validação empírica de uma proposta para o ensino da iniciação à tradução baseada em competências”. Horizontes de Linguística Aplicada, 12(2), 123-148.
Galán-Mañas, A. (2016). “The Learning Portfolio: a tool for assessment in competence-based translator training programs”. The Translator and Interpreter Trainer (ITT), 10(2), 161-182. https://doi.org/10.1080/1750399X.2015.1103108
Galán-Mañas, A. (2018b). “Acción tutorial para el estudiantado de Traducción e Interpretación con necesidades educativas específicas”. Hermeneus, Revista de Traducción e Interpretación, 20, 125-164. https://doi.org/10.24197/her.20.2018.125-164.
Galán-Mañas, A. (2018a). “Professional portfolio in translator training: professional competence development and assessment”. The Translator and Interpreter Trainer (ITT), 13(1), 44-63. https://doi.org/10.1080/1750399X.2018.1541295.
Galán-Mañas, A. (2019a). "Blended learning en la universidad. Denominaciones y modelos". Série-Estudos, 24(51): 53-68. https://doi.org/10.20435/serie-estudos.v24i51.1301
Galán-Mañas, A. (2019b). "Employment rate and market sector occupation of graduates in Translation and Interpreting at the Universitat Autònoma de Barcelona". Revista Sinalizar, 4. https://doi.org/10.5216/rs.v4.57515
Galán-Mañas, A., Kuznik, A., & Olalla-Soler, C. (2020). “Entrepreneurship in translator and interpreter training”. HERMES – Journal of Language and Communication in Business, 60, 7-11. https://doi.org/10.7146/hjlcb.v60i0.121307
Galán-Mañas, A., & López-García, P. (2020). "Las competencias transversales en el mercado de la traducción". In S. Álvarez & T. Ortego (Eds.). Perfiles estratégicos de traductores e intérpretes en la transmisión de la información experta multilingüe en la sociedad del conocimiento del s. XXI (Colección Interlingua). Ed. Comares.
Galán-Mañas, A., & Olalla-Soler, C. (2020). “Perceptions of entrepreneurship in translation training”. The Interpreter and Translator Trainer. https://doi.org/10.1080/1750399X.2020.1850037
German Research Center for Artificial Intelligence (DFKI) e QTLaunchPad. (2015). Multidimensional Quality Metrics (MQM) Definition. http://www.qt21.eu/mqm-definition/definition-2015-12-30.html.
González-Davies, M., & Enríquez-Raído, V. (2016). “Situated learning in translator and interpreter training: bridging research and good practice”. The Interpreter and Translator Trainer, 10(1), 1-11. https://doi.org/10.1080/1750399X.2016.1154339.
ISO (2012). Translation projects — General guidance. ISO/TS 11669:2012. https://www.iso.org/standard/50687.html
ISO (2014). Interpreting — Guidelines for community interpreting. ISO 13611:2014. https://www.iso.org/standard/54082.html
ISO (2015). Translation services — Requirements for translation services 17100:2015. https://www.iso.org/standard/59149.html
ISO (2018). Interpreting services — General requirements and recommendations. ISO 18841:2018. https://www.iso.org/standard/63544.html
ISO (2020). Legal translation — Requirements. ISO 20771:2020. https://www.iso.org/standard/69032.html
Klimkowska, K., & Klimkowski, K. (2020). “Entrepreneurial Potential of Students Graduating from Translation Studies”. HERMES – Journal of Language and Communication in Business, 60, 13-27. https://doi.org/10.7146/hjlcb.v60i0.121308
Klimkowski, K. (2015). “Entrepreneurial training in translator and interpreter education”. Roczniki Humanistyczne, 63(11), 67-83.
Kuznik, A. (2010). El contenido de los puestos de trabajo de los traductores. El caso de los traductores internos en las empresas de traducción de Barcelona [Tese de doutorado. Universitat Autònoma de Barcelona].
Muñoz-Miquel, A. (2020). Translation and Interpreting as a Profession: Some Proposals to Boost Entrepreneurial Competence. HERMES – Journal of Language and Communication in Business, 60, 29-46. https://doi.org/10.7146/hjlcb.v60i0.121309.
Olalla-Soler, C. (2019). “Bridging the Gap between Translation and Interpreting Students and Freelance Professionals. The Mentoring Programme of the Professional Association of Translators and Interpreters of Catalonia.” The Interpreter and Translator Trainer, 13(1), 64-85. https://doi.org/10.1080/1750399X.2018.1540741.
PACTE. Hurtado Albir, A., Galán-Mañas, A., Kuznik, A., Olalla-Soler, C., Rodríguez-Inés, P., & Romero, L. (2019). “Establecimiento de niveles de competencias en traducción. Primeros resultados del proyecto NACT”. Onomázein: revista de lingüística, filología y traducción, 43. https://doi.org/10.7764/onomazein.43.08.
PACTE. Hurtado Albir, A., Galán-Mañas, A., Kuznik, A., Olalla-Soler, C., Rodríguez-Inés, P., & Romero, L. (2018). “Competence levels in translation: working towards a European framework”. The Translator and Interpreter Trainer (ITT), 12(2), 111-131. https://doi.org/10.1080/1750399X.2018.1466093
PACTE. Hurtado Albir, A., Galán-Mañas, A., Kuznik, A., Olalla-Soler, C., Rodríguez-Inés, P., & Romero, L. (2020). “Translation competence acquisition. Design and results of the PACTE group’s experimental research” Special issue. Interpreter and Translator Trainer, 14(2). https://doi.org/10.1080/1750399X.2020.1732601
Risku, H. (2016). “Situated learning in translation research training: academic research as a reflection of practice”. The Interpreter and Translator Trainer, 10(1), 12-28. https://doi.org/10.1080/1750399X.2016.1154340
Rodríguez de Céspedes, B. (2017). “Addressing Employability and Enterprise Responsibilities in the Translation Curriculum.” The Interpreter and Translator Trainer, 11(2-3), 107-122. https://doi.org/10.1080/1750399X.2017.1344816
Salo, P., Veivo, O., & Salmi, L. (2020). “Building Pre-professional Identity during Translator Education. Experiences from the Multilingual Translation Workshop at the University of Turku.” Hermes – Journal of Language and Communication in Business, 60, 97–110. https://doi.org/10.7146/hjlcb.v60i0.121313
Schnell, B., & Rodríguez, N. (2017). “Ivory Tower vs. Workplace Reality.” The Interpreter and Translator Trainer, 11(2-3), 160-186. https://doi.org/10.1080/1750399X.2017.1344920
Van Egdom, G.-W., Konttinen, K., Vandepitte, S., Fernandez-Parra, M., Loock, R., & Bindels, J. (2020). “Empowering Translators through Entrepreneurship in Simulated Translation Bureaus.” Hermes – Journal of Language and Communication in Business, 60, 81-95. https://doi.org/10.7146/hjlcb.v60i0.121312
Veiga, M. (2020). “Moving Towards Entrepreneurial Translator Education: A Review of Entrepreneurship Competence in Spanish Translator Education Programmes.” Hermes-Journal of Language and Communication in Business, 60, 47-64. https://doi.org/10.7146/hjlcb.v60i0.121310.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2021 CC BY
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Dado ao acesso público desta revista, os textos são de uso gratuito, com obrigatoriedade de reconhecimento da autoria original e da publicação inicial nesta revista
A revista permitirá o uso dos trabalhos publicados para fins não comerciais, incluindo direito de enviar o trabalho para bases de dados de acesso público. As contribuições publicadas são de total e exclusiva responsabilidade dos autores.
Os autores, ao submeterem trabalhos para serem avaliados pela revista Belas Infiéis, mantêm os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho licenciado sob a Creative Commons Attribution License Atribuição 4.0 Internacional (CC BY 4.0).
