DE PRESSUPOSTOS SOBRE O CONHECIMENTO E A APRENDIZAGEM À PRÁXIS NA FORMAÇÃO DO TRADUTOR
DOI:
https://doi.org/10.26512/belasinfieis.v5.n1.2016.11379Palabras clave:
Construtivismo, Emergentismo, Empirismo-racionalismo, Abordagem pedagógica popular, Epistemologia pedagógicaResumen
Este artigo discute o problema da ausência de programas acadêmicos de qualificação para professores de tradução que têm de recorrer à s 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.
Descargas
Citas
BEREITER, Carl;SCARDAMAGLIA, Marlene.Surpassing Ourselves ”“An Inquiry into the Nature and Explications of Expertise. Chicago eLasalle, Illinois: Open Court, 1993.
BRUNER, Jerome.In Search of Pedagogy Volume II. New York: Routledge, 2006.
DAVIS, Brent. Inventions of Teaching. Mahwah, EUA:L. Erlbaum Associates, 2004.
DAVIS, Brent; SUMARA, Dennis. Cognition, complexity, and teacher education. EUA: Harvard Educational Review, 1997, v.67, n. 1, p.105”“125.
______. Complexity Science and Education: Reconceptualizingthe Teacher’s Role in Learning.EUA: Interchange, 2007, v.38, n. 1, p.53”“67.
______.Complexity as a Theory of Education.Rio de Janeiro, Brasil:Transnational Curriculum Inquiry, 2008, v.5, n. 2. Disponível em:http://ojs.library.ubc.ca/index.php/tci/article/view/75/278.Acesso: 31 mar. 2016.
DOLL, William E. A Postmodern Perspective on Curriculum. New York: Teachers College Press, 1993.
______. Ghosts and the Curriculum.In: DOLL, William; GOUGH, Noel (eds.).Curriculum Visions.New York, Peter Lang, 2002.
______. Complexity and the Culture of Curriculum. In: MASON, Mark (ed.). Complexity Theory and the Philosophy of Education. Malden, Georgia, EUA: Wiley-Blackwell, 2008, p.181”“203.
ECHEVERRI, Álvaro. Énième plaidoyer pour l’innovation dans les cours pratiques de Traduction. Préalables à L’innovation?. Montréal, Canadá:TTR: Traduction, Terminologie, Rédaction, 2008, v. 21, n. 1, p.65”“98.Disponível em: http://id.erudit.org/iderudit/029687ar. Acesso: 31 mar. 2016.
ENNS-CONNOLLY, Esther.Translation as an Interpretive Act: A Narrative Study of Translation in University Level Foreign Language Teaching. (Tese de doutorado). Toronto, Canadá: University of Toronto, 1986.
GABRIAN, Britta. Ziel oder Zeillosigkeit des Übersetzungsunterricht.Heidelberg,Alemanha:TextKontext, 1986, v.1, n.1, p. 48”“62.
HANSEN-SCHIRRA, Silvia; KIRALY,Don (eds).Projekte und Projektionen in der translatorischen Kompetenzentwicklung. Frankfurt, Alemanha: Peter Lang, 2012.
HOUSE, Juliane. Übersetzen im Fremdsprachenunterricht. IN: POULSEN, S. O.; WILSS, Wolfram (eds). Angewandte Übersetzungswissenschaft.Arhus, Dinamarca:Wirtschaftsuniversität Arhus,1980, p. 7”“17.
KENNY, Anthony.A New History of Western Philosophy:Oxford, Inglaterra: OUP, 2010.
KIRALY, Don.Pathways to Translation: Pedagogy and Process. Kent, Ohio, EUA: Kent State University Press, 1995.
______.A Social Constructivist Approach to Translator Education. Manchester, Inglaterra: St. Jerome, 2000.
______. Growing a Project-Based Translation Pedagogy. Montréal, Canadá: Meta: journal des traducteurs /Meta:Translators’Journal,2012a, v. 57, n.1, p. 82”“95.Disponível em: http://www.erudit.org/revue/meta/2012/v57/n1/1012742ar.pdf. Acesso: 31 mar. 2016.
______. Skopos Theory Goes to Paris: Purposeful Translation and Emergent Translation Projects.Atenas, Grécia: MTM, 2012b, v.4, p. 119”“144.Disponível em: http://www.mtmjournal.gr/datafiles/files/MTM_4.pdf. Acesso: 31 mar. 2016.
KIRALY,Don;HANSEN-SCHIRRA,Silvia;MAKSYMSKI, Karin(eds). New Prospects and Perspectivs for Educating Language Mediators.Tübingen, Alemanha: Narr Verlag, 2013.
LADMIRAL, Jean-Réné. La traduction dans le cadre de l'institution pédagogique.Alemanha: Die Neueren Sprachen, 1977, v.76, p.489”“516.
LEWIS, Nancy S. The Intersection of Postmodernity and Classroom Practice.Califórnia, EUA: Teacher Education Quarterly, 2004, p. 119”“134.
MACKENZIE, Rosemary; NIEMINEN, Elina. Motivating students toachieve quality in translation. IN: KLAUDY, Kinga; KOHN, Janós (eds). Transferre Necesse Est. Budapeste, Hungria: Scholastica, 1997, p. 339”“344.
MANDELBROT, Benoît B.The Fractal Geometry of Nature.New York,EUA: Henry Holt & Company, 1983.
MATURANA, Umberto; VARELA, Francisco.Autopoiesis and Cognition: the Realization of the Living. Boston, EUA: D. Reidel Publishing Co., 1980.
MORÇÖL, Göktu. What is Complexity Science? Postmodernist or Postpositivist?. Cambridge, Massachusetts, EUA: Emergence: A Journal of Complexity Issues in Organizations and Management, 2001, v.3, n. 1, p.104”“119.
NORD, Christiane. Wer nimmt denn mal den ersten Satz? Überlegungen zu neuen Arbeitsformen im Übersetzungsunterricht. IN: GERZYMISCH-ARBOGAST,H.;HALLER, J.; STEINER, E.(eds).Übersetzungswissenschaft im Umbruch, Festschrift für Wolfram Wilss.Tübingen, Alemanha: Narr, 1996, p. 313”“327.
PINAR, William. Curriculum theory since 1950: Crisis, reconceptualization, internationalization. IN: CONNELLY, F.; HE, M.; PHILLION, J. (eds).The SAGE Handbook of Curriculum and Instruction.Los Angeles, EUA: Sage Publications, 2008, p.491”“514.
RISKU, Hanna.Translatorische Kompetenz.Tübingen, Alemanha: Stauffenberg, 1998.
______. A Cognitive Scientific View on Technical Communication and Translation. Do embodiment and situatedness really make a difference?. Amsterdam, Países Baixos:Target, 2010, v.22, n. 1, p.94”“111.
RÖHL, Monika.Ansätze zueiner Didaktik des Übersetzens. (Dissertação de Mestrado). Mainz, Alemanha: Johannes Gutenberg-Universität Mainz, 1983.
ROSKELLY, Hephzibah. Teaching Like Weasels. IN:SHAPIRO, Sri (ed.). Education and Hope in Troubled Times, in Education and Hope in Troubled Times.London,Inglaterra:Routledge, 2009, p. 198”“209.
SUMARA, Dennis; DAVIS, Brent. Enactivist Theory and Community Learning: toward a complexified understanding of action research.Abingdon, Inglaterra: Educational Action Research, 1997, v. 5, n. 3, p.403”“422.Disponível em: http://www.tandfonline.com/doi/pdf/10.1080/09650799700200037. Acesso: 31 mar. 2016.
TOURY, Gideon. The Notion of Native Translator and Translation Teaching. IN: WILSS; Wolfram; THOME, Gisela (eds).Die Theorie des Übersetzens und ihr Aufschlußwert für die Übersetzungs-und Dolmetschdidaktik.Tübingen,Alemanha:Gunter Narr, 1974, p.186”“95.
TRICHE, Stephen; MCKNIGHT, Douglas. The Quest for Method: the Legacy of Peter Ramus. Abingdon, Inglaterra:History of Education, 2004, v. 33, n. 1, p.39”“54.
TRUEIT, Donna.Pragmatism, Postmodernism, and Complexity Theory.New York, EUA. Londres, Inglaterra: Routledge, 2012.
VARBELOW, Sonja. Instruction, Curriculum and Society: Iterations Based on the Ideas of William Doll.Eskisehir, Turquia. International Journal of Instruction, 2012, v.5, n. 1, p.87”“94.Disponível em: http://www.e-iji.net/dosyalar/iji_2012_1_5.pdf. Acesso: 31 mar. 2016.
VIENNE, Jean. Toward a Pedagogy of Translation in Situation.Abingdon, Inglaterra: Perspectives, 1994, v. 1, p. 51”“59.
WEAVER, Warren. Science and Complexity.Durham, EUA: American Scientist, 1948, v. 36, n. 4, p. 536”“544.
WHITEHEAD, Alfred North.The Aims of Education and Other Essays. Londres, Inglaterra: E. Benn, 1950.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Copyright Statement
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).
- When submitting papers to be evaluated by the Belas Infiéis journal, the author(s):
- Declare that the contents of the contributions are original and of their original creation, being entirely responsible for their content if there is an objection by third parties.
- Claim to be aware that they should not commit academic plagiarism.
- Declare that the manuscript has not been published, completely or partially, in Portuguese or another language. If it is a translation it should be submitted to the Translated Articles section.
- Declare that the manuscript is not being evaluated by other journals.
- Declare that the manuscript was not submitted to another journal simultaneously.
- Commit(s) to inform the journal of any kind of error or inaccuracy in their contribution (published, in evaluation or in editing) and to collaborate with the editors to make due corrections of the article (when in evaluation or editing) or erratum/retraction (after publication).
- Declare that there is no conflict of interest regarding the published work.
- Authorize its release if it is accepted for publication without any kind of monetary compensation.
- Agree to assign non-exclusive rights to publication to the magazine, remaining free to make their contribution available in other media as long as the publication of the first version in Belas Infiéis magazine is mentioned. They also authorize Belas Infiéis to assign their texts for reproduction in content indexers, virtual libraries and similar platforms.
- Maintain copyright and grant the journal the right of first publication, the work being licensed under theCreative Commons Attribution License.
- Is/Are allowed and encouraged to publish and distribute their work online after the editorial process, which may increase the impact and citation of the published work.
- Authorize the editorial team to make textual adjustments and to adapt the article to the publication rules, when necessary.
