DE PRESSUPOSTOS SOBRE O CONHECIMENTO E A APRENDIZAGEM À PRÁXIS NA FORMAÇÃO DO TRADUTOR
DOI :
https://doi.org/10.26512/belasinfieis.v5.n1.2016.11379Mots-clés :
Construtivismo, Emergentismo, Empirismo-racionalismo, Abordagem pedagógica popular, Epistemologia pedagógicaRésumé
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.
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