APRENDIZAGEM POR DESCOBERTA NO ENSINO DE LÍNGUAS PARA ESTUDANTES DE TRADUÇÃO:
UTILIZANDO CORPORA COMO INSTRUMENTOS PEDAGÓGICOS
DOI:
https://doi.org/10.26512/belasinfieis.v6.n1.2017.11423Palabras clave:
Aprendizagem movida por dados, Aprendizagem por descoberta, Formação de tradutores, Competências EMTResumen
Este trabalho tece uma revisão acerca da noção de aprendizagem por descoberta através do uso de corpora, inicialmente proposta nos anos 1990, e avalia seu potencial e suas implicações para a formação de tradutores na atualidade. Discute-se o arcabouço que subjaz essa abordagem no que concerne o aprendizado movido por dados, e promove-se uma articulação entre a instrução baseada em projetos e a instrução focada na forma, ambas em ambientes inspirados no socioconstrutivismo. São fornecidos exemplos de experiências autênticas de aprendizagem aberta, em que estudantes de tradução incumbem-se da compilação e consulta a corpora, o que, consequentemente, leva o professor a abandonar o tradicional e questionável posto de provedor onisciente de conhecimento para assumir um (mais condizente) papel de “especialista em aprendizagem”. Extrapolando o já corrente emprego de corpora em cursos cujo objetivo é fomentar competências temáticas, tecnológicas e de mineração de dados (via treinamento com a utilização corpora como instrumentos profissionais), o presente estudo lança luz sobre o seu uso enquanto ferramenta de aprendizagem aliada ao ensino de língua estrangeira para tradutores, e enfatiza seus potenciais de desenvolvimento das outras três competências do Mestrado Europeu em Tradução (EMT): linguística, intercultural e de prestação de serviços de tradução.
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