DE PRESSUPOSTOS SOBRE O CONHECIMENTO E A APRENDIZAGEM À PRÁXIS NA FORMAÇÃO DO TRADUTOR

Authors

  • Donald Kiraly Johannes Gutenberg University of Mainz
  • Patrícia Rodrigues Costa Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.26512/belasinfieis.v5.n1.2016.11379

Keywords:

Construtivismo, Emergentismo, Empirismo-racionalismo, Abordagem pedagógica popular, Epistemologia pedagógica

Abstract

Este artigo discute o problema da ausência de programas acadêmicos de qualificação para professores de tradução que têm de recorrer às suas próprias intuições e à abordagem pedagógica popular. Objetiva identificar os entendimentos subjacentes da natureza do conhecimento e da aprendizagem que estão por trás da tradicional prática de ensino do “Quem quer vai fazer a primeira sentença?”, bem como das abordagens didáticas alternativas. Embora existam algumas publicações inspiradoras e motivadoras sobre metodologias inovadoras de ensino centradas no aluno, estas ainda carecem de discussões sobre a epistemologia pedagógica ou quaisquer princípios gerais ou teoria da educação. A principal tese proposta neste artigo é que, a fim de seguir em frente, docentes de Tradução precisam estabelecer um diálogo mais amplo com a área da teoria e da práxis educacional, tendo na epistemologia da educação um ponto de partida imprescindível para este diálogo. De modo a preparar o cenário para esse diálogo, este artigo oferece um breve resumo de três grandes tendências epistemológicas: o empirismo-racionalismo, o construtivismo e o emergentismo.

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Published

2016-07-12

How to Cite

KIRALY, Donald; COSTA, Patrícia Rodrigues. DE PRESSUPOSTOS SOBRE O CONHECIMENTO E A APRENDIZAGEM À PRÁXIS NA FORMAÇÃO DO TRADUTOR. Belas Infiéis, Brasília, Brasil, v. 5, n. 1, p. 227–249, 2016. DOI: 10.26512/belasinfieis.v5.n1.2016.11379. Disponível em: https://periodicos.unb.br/index.php/belasinfieis/article/view/11379. Acesso em: 21 nov. 2024.

Issue

Vol. 5 No. 1 (2016)

Section

Traduções literárias

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