Translator Education: Using Narrative Inquiry as a Method for Understanding the Processes of the Translation Competence Development
DOI:
https://doi.org/10.26512/belasinfieis.v10.n2.2021.29132Keywords:
Translation Studies. Narrative Inquiry. Translation Competence. Psychophysiological competence. Documental AnalysisAbstract
For the past few decades, different discussions have been carried out, within Translation Studies, on the notion of Translation Competence and its components. This paper adopts the model of Translation Competence proposed by Grup Procés d’Adquisició de la Competència Traductora i Avaluació PACTE (2003) and discusses the relatively low number of studies that specifically discuss the psychophysiological component of the aforementioned model. Associating the lack of studies on the psychophysiological component to the difficulty in observing or measuring it by means of exams or academic tasks external to the individual, this paper aims at presenting possible contributions by Narrative Inquiry to provide methods that allow a better comprehension of this subcomponent and of the development processes of the Translation Competence. This discussion draws on the methods and possibilities of investigation presented by Narrative Inquiry — such as Clandinin et al. (2017), Connelly and Clandinin (2006), and Dutra and Mello (2008) —; on discussions on the Translation Competence — such as PACTE (2003) and Lara (2016). The discussion of a narrative is also carried out, with the goal of presenting the feasibility of this line of inquiry. The case in point is a bibliographic register of a narrative by a translation student — in which the student presents her perceptions on the processes of development of her Translation Competence, on her ability of textual segmentation, and on her insecurities in carrying out translation tasks. This paper suggests that, on the medium-long term, a systematic endeavor of collection and analysis of narratives by translation students can shed light on the processes of the Translation Competence development and, thus, address the lack of studies on the psychophysiological component of the Translation Competence.
Downloads
References
Assis, R. C., Liparini, T., & Leipnitz, L. (2018). Formação de Tradutores e Tradutoras: o currículo de um Bacharelado em Tradução. In G. Pereira, & P. Costa (Eds.), Formação de Tradutores: por uma pedagogia e didática da tradução no Brasil (1ª. ed., v.5, pp. 301-324). Pontes Editores.
Barbosa, E. (2008). Metodologia da pesquisa: Instrumentos de coleta de dados em pesquisas educacionais. http://www.inf.ufsc.br/~vera.carmo/Ensino_2013_2/Instrumento_Coleta_Dados_Pesquisas_Educacionais.pdf
Bevilacqua, C. (2017). Traduzidos: uma experiência na formação de tradutores de português-espanhol. Caracol, (14), 82-102.
Clandinin, D. J., Cave, M. T., & Berendonk, C. (2017). Narrative inquiry: a relational research methodology for medical education. Medical Education, 51(1), 89-96.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative Inquiry. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of Complementary Methods in Education Research (pp. 375-85). Lawrence Erlbaum.
Detmering, E. (2018). Auto-reflexão sobre o desenvolvimento da competência tradutória a partir da tradução de textos técnicos de matemática do francês para o português do Brasil [Monografia, Universidade Federal da Paraíba].
Dutra, D. P., & Mello, H. (2008). Self-Observation and Reconceptualization. In P. Kalaja; V. Menezes; A. M. F. Barcelos (Eds.) Narratives of Learning and Teaching EFL. Palgrave Macmillan.
Gonçalves, J. L. V. R. (2015). Repensando o desenvolvimento da competência tradutória e suas implicações para a formação do tradutor. Graphos, 17, 114-130.
Kiraly, D. (2000). A socio constructivist approach to translator education: empowerment from theory to practice. St. Jerome.
Labov, W. (2006). Narrative pre-construction. Narrative Inquiry, 16(1), 37-45. https://www.ling.upenn.edu/~wlabov/Papers/NPC.pdf
Lara, C. P. (2016). The Competence Paradigm in Education applied to the Multicomponent Models of Translator Competences. In M. Marczak (Ed.), The Journal of Translator Education and Translation Studies, 1(2), pp. 4-19.
Maluf, S. W. (1999). Antropologia, narrativas e a busca de sentido. Horizontes Antropológicos, 5(12), 69-82. http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-71831999000300069&lng=en&nrm=iso
Mattos, A., & Caetano, E. (2019). Os Sentidos da formação narrativas de professores de inglês sobre suas experiências de ensino e aprendizagem. Revista do GELNE, 21(1), 3-19.
McMillan, J. H., & Schumacher, S. (1997). Research in Education. Addison Wesley Educational Publishers Inc.
PACTE. (2003). Building a translation competence model. In F. Alves (Ed.). Triangulating Translation (pp. 43-66). John Benjamins.
Paiva, V. L. M. (2008). A pesquisa narrativa: uma introdução. Rev. bras. linguist. apl., 8(2), 261-266. http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982008000200001&lng=en&nrm=iso
Pimentel, A., Neto. (2019). A influência das atividades de extensão em tradução no desenvolvimento dos componentes psicofisiológicos de tradutores em formação [Monografia, Universidade Federal da Paraíba].
Vasconcellos, M. L., Espindola, E., & Gysel, E. (2017). Interdisciplinaridade no ensino da tradução: Formação por competências, abordagem por tarefas de tradução, tipologia textual baseada em contexto. Cadernos de Tradução, 37(2), 177-207. http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2175-79682017000200177&lng=en&nrm=iso
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 CC BY
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Given the public access to this journal, the texts are free to use but requires the recognition of the original authorship and initial publication in this journal to be properly stated.
 The journal allows the use of works published for non-commercial purposes, including the right to submit the work to publicly accessible databases. Published contributions are the sole and exclusive responsibility of the author(s).Â