Teorizando a formação pós-moderna do tradutor
DOI:
https://doi.org/10.26512/belasinfieis.v14.n2.2025.54993Palavras-chave:
Pós-modernism; pedagogia desconstrutivista; indeterminação; formação baseada em evidências vs. formação baseada em valores; emergentismo ; complexidade.Resumo
O objetivo deste artigo é reunir as diferentes vertentes do pensamento pós-positivista sobre a formação de tradutores, que incluem as dimensões axiológica e epistemológica, bem como a dimensão política, que é frequentemente negligenciada. Nesse prisma, este estudo considera a formação baseada em evidências em oposição à formação baseada em valores, performatividade, diálogo, desconstrução, reflexividade, emergentismo, pedagogia de fronteira, complexidade, pluralismo e enação de “múltiplas vozes” (González-Davies, 2004). São analisadas 13 noções pós-modernas e suas implicações para a pedagogia da tradução, que abrangem a ética, intersubjetividade, mudança nas relações de poder em sala de aula e o dilema do cânone. Como a incerteza e a fragmentação se conciliam com a inerente orientação para o progresso do projeto formativo? E, ainda, como a consciência pós-moderna é adotada na prática de sala de aula? Ao buscarmos o que Torres del Rey (2002, p. 271) denomina “contexto educativo mais participativo e reflexivo”, concebo o ensino e a aprendizagem pós-modernos no campo disciplinar dos Estudos da Tradução como uma possível abordagem para a adoção de papéis e identidades ativos, flexíveis, criativos, colaborativos e inclusivos para ambos, professores e alunos.
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