Crenças de professores de Libras na formação de tradutores e intérpretes
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11619 |
Resumo: | The theme of this paper is the beliefs of Brazilian Sign Language teachers (Libras) in the training of translators and interpreters in Libras-Portuguese. The research proposes to investigate and analyze the beliefs of university professors who teach Libras in a Bachelor's Degree course for training translators and interpreters at a federal public university. This study is based on authors who discuss language teaching and the role of beliefs in the field of language teaching and learning, such as Barcelos (2004, 2010), Borges (2017), Figueiredo (2015), Lago (2011) and also, translation and interpretation theorists, such as Nogueira and Santos (2018), Rodrigues (2019) and Faria and Galan-Mañas (2018). This investigation is characterized by being a mixed study, with an emphasis on exploratory research and a predominantly qualitative approach, using the interview technique as a data collection instrument. Data analysis is based on the content analysis technique (BARDIN, 2011), with the construction of categories and meaning cores. The data demonstrate the existence of beliefs about the teaching of Libras in the training of translators and interpreters, indicating that the teacher is required to: a) professional and linguistic profile (fluency, linguistic knowledge of the Libras modality and specificity of translation and interpretation); b) awareness (political and cultural about the deaf community); and c) didactics (in the relationship between teachers and students and in teacher self-assessment). It is concluded that the teachers' beliefs are many, that they are aware of them, and that beliefs change over time. The surveyed teachers realize that language teaching must be taught according to the target audience and that specific education is needed aimed at training the interpreter for an adequate performance in the use of the language, giving due importance to the act of translating and interpret. The data indicate that the respondents attach importance to the qualification of the teacher who teaches the language and importance to the qualification of the interpreter and are concerned with the teaching of Libras, in particular, with self-assessment, with the effectiveness of didactics in teaching, with the creation of differentiated didactic material and with the preparation of the classes taught, aiming at a good training of future interpreters and the search for an ideal method for teaching Libras. The research subjects demonstrate political commitment to support the deaf community, highlighting the belief that learning Libras and fluency in the language will happen, more effectively, through contact with the deaf and with the deaf community. |
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Faria, Juliana Guimarãeshttp://lattes.cnpq.br/9194095774109586Faria, Juliana GuimarãesLago, Neuda Alves doSantos, Patrícia Tuxi doshttp://lattes.cnpq.br/2562009153358678Rabelo, Waléria Cristine de Sousa Veiga2021-09-09T12:16:29Z2021-09-09T12:16:29Z2021-06-09RABELO, W. C. S. V. Crenças de professores de Libras na formação de tradutores e intérpretes. 2021. 122 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11619The theme of this paper is the beliefs of Brazilian Sign Language teachers (Libras) in the training of translators and interpreters in Libras-Portuguese. The research proposes to investigate and analyze the beliefs of university professors who teach Libras in a Bachelor's Degree course for training translators and interpreters at a federal public university. This study is based on authors who discuss language teaching and the role of beliefs in the field of language teaching and learning, such as Barcelos (2004, 2010), Borges (2017), Figueiredo (2015), Lago (2011) and also, translation and interpretation theorists, such as Nogueira and Santos (2018), Rodrigues (2019) and Faria and Galan-Mañas (2018). This investigation is characterized by being a mixed study, with an emphasis on exploratory research and a predominantly qualitative approach, using the interview technique as a data collection instrument. Data analysis is based on the content analysis technique (BARDIN, 2011), with the construction of categories and meaning cores. The data demonstrate the existence of beliefs about the teaching of Libras in the training of translators and interpreters, indicating that the teacher is required to: a) professional and linguistic profile (fluency, linguistic knowledge of the Libras modality and specificity of translation and interpretation); b) awareness (political and cultural about the deaf community); and c) didactics (in the relationship between teachers and students and in teacher self-assessment). It is concluded that the teachers' beliefs are many, that they are aware of them, and that beliefs change over time. The surveyed teachers realize that language teaching must be taught according to the target audience and that specific education is needed aimed at training the interpreter for an adequate performance in the use of the language, giving due importance to the act of translating and interpret. The data indicate that the respondents attach importance to the qualification of the teacher who teaches the language and importance to the qualification of the interpreter and are concerned with the teaching of Libras, in particular, with self-assessment, with the effectiveness of didactics in teaching, with the creation of differentiated didactic material and with the preparation of the classes taught, aiming at a good training of future interpreters and the search for an ideal method for teaching Libras. The research subjects demonstrate political commitment to support the deaf community, highlighting the belief that learning Libras and fluency in the language will happen, more effectively, through contact with the deaf and with the deaf community.Este trabalho tem como tema as crenças dos professores de língua brasileira de sinais (Libras) na formação de tradutores e intérpretes em Libras-Português. A pesquisa propõe investigar e analisar as crenças de professores universitários que ensinam Libras em um curso de Bacharelado de formação de tradutores e intérpretes, em uma universidade pública federal. Fundamentam este estudo autores que discutem o ensino de línguas e o papel das crenças no campo do ensino-aprendizagem de línguas, tais como Barcelos (2004, 2010), Borges (2017), Figueiredo (2015), Lago (2011) e, também, teóricos em tradução e interpretação, como Nogueira e Santos (2018), Rodrigues (2019) e Faria e Galan-Mañas (2018). Esta investigação se caracteriza por ser um estudo misto, com ênfase em uma pesquisa exploratória e com abordagem preponderantemente qualitativa, sendo utilizada a técnica da entrevista como instrumento de coleta de dados. A análise dos dados baseia-se na técnica de análise de conteúdo de Bardin (2011), com a construção de categorias e núcleos de sentido. Os dados demonstram a existência de crenças sobre o ensino de Libras na formação de tradutores e intérpretes, indicando que é requerido do professor: a) perfil profissional e linguístico (fluência, conhecimento linguístico da modalidade da Libras e especificidade da tradução e interpretação); b) consciência (política e cultural sobre a comunidade surda); e c) didática (na relação entre professores e alunos e na autoavaliação docente). Conclui-se que são muitas as crenças dos professores, que eles têm consciência delas, e que as crenças sofrem mudanças com o passar do tempo. Os professores pesquisados percebem que o ensino da língua deve ser ministrado de acordo com o público a que se destina e que é necessário um ensino específico visando à formação do tradutor e intérprete para uma atuação adequada no uso da língua, dando a devida importância ao ato de traduzir e interpretar. Os dados indicam que os pesquisados dão importância à qualificação do professor que ensina Libras e importância à qualificação do tradutor e intérprete e estão preocupados com o ensino da Libras, em especial, com a autoavaliação, com a eficácia da didática no ensino, com a criação de material didático diferenciado e com a preparação das aulas ministradas, visando a uma boa formação dos futuros tradutores e intérpretes e a busca de um método ideal para o ensino da Libras. Os sujeitos da pesquisa demonstram engajamento político de apoio à comunidade surda, sobressaindo a crença de que o aprendizado da Libras e a fluência na língua acontecerão, mais eficazmente, mediante o contato com o surdo e com a comunidade surda.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2021-09-08T13:43:09Z No. of bitstreams: 2 Dissertação - Waléria Cristine de Sousa Veiga Rabelo - 2021.pdf: 1566226 bytes, checksum: a100d40fbbfd12464f72ef3aa0a54024 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-09-09T12:16:28Z (GMT) No. of bitstreams: 2 Dissertação - Waléria Cristine de Sousa Veiga Rabelo - 2021.pdf: 1566226 bytes, checksum: a100d40fbbfd12464f72ef3aa0a54024 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2021-09-09T12:16:29Z (GMT). No. of bitstreams: 2 Dissertação - Waléria Cristine de Sousa Veiga Rabelo - 2021.pdf: 1566226 bytes, checksum: a100d40fbbfd12464f72ef3aa0a54024 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2021-06-09Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCrenças de professoresSegunda línguaFormação de tradutores e intérpretesLibrasTeachers' beliefsSecond languageTraining of translators and interpretersLibrasLINGUISTICA, LETRAS E ARTES::LETRASCrenças de professores de Libras na formação de tradutores e intérpretesLibras teachers' beliefs in the training of translators and interpretersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis67500500500500187681reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/11e3b7fc-7921-422d-8d9d-dcdff244a2af/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/d26cce73-a6a4-405a-b547-c90d6e0b293f/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Waléria Cristine de Sousa Veiga Rabelo - 2021.pdfDissertação - Waléria Cristine de Sousa Veiga Rabelo - 2021.pdfapplication/pdf1566226http://repositorio.bc.ufg.br/tede/bitstreams/01340496-d566-4c9a-a007-03e56a89f77d/downloada100d40fbbfd12464f72ef3aa0a54024MD53tede/116192021-09-09 09:16:29.729http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11619http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-09-09T12:16:29Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Crenças de professores de Libras na formação de tradutores e intérpretes |
dc.title.alternative.eng.fl_str_mv |
Libras teachers' beliefs in the training of translators and interpreters |
title |
Crenças de professores de Libras na formação de tradutores e intérpretes |
spellingShingle |
Crenças de professores de Libras na formação de tradutores e intérpretes Rabelo, Waléria Cristine de Sousa Veiga Crenças de professores Segunda língua Formação de tradutores e intérpretes Libras Teachers' beliefs Second language Training of translators and interpreters Libras LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Crenças de professores de Libras na formação de tradutores e intérpretes |
title_full |
Crenças de professores de Libras na formação de tradutores e intérpretes |
title_fullStr |
Crenças de professores de Libras na formação de tradutores e intérpretes |
title_full_unstemmed |
Crenças de professores de Libras na formação de tradutores e intérpretes |
title_sort |
Crenças de professores de Libras na formação de tradutores e intérpretes |
author |
Rabelo, Waléria Cristine de Sousa Veiga |
author_facet |
Rabelo, Waléria Cristine de Sousa Veiga |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Faria, Juliana Guimarães |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9194095774109586 |
dc.contributor.referee1.fl_str_mv |
Faria, Juliana Guimarães |
dc.contributor.referee2.fl_str_mv |
Lago, Neuda Alves do |
dc.contributor.referee3.fl_str_mv |
Santos, Patrícia Tuxi dos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2562009153358678 |
dc.contributor.author.fl_str_mv |
Rabelo, Waléria Cristine de Sousa Veiga |
contributor_str_mv |
Faria, Juliana Guimarães Faria, Juliana Guimarães Lago, Neuda Alves do Santos, Patrícia Tuxi dos |
dc.subject.por.fl_str_mv |
Crenças de professores Segunda língua Formação de tradutores e intérpretes Libras |
topic |
Crenças de professores Segunda língua Formação de tradutores e intérpretes Libras Teachers' beliefs Second language Training of translators and interpreters Libras LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Teachers' beliefs Second language Training of translators and interpreters Libras |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The theme of this paper is the beliefs of Brazilian Sign Language teachers (Libras) in the training of translators and interpreters in Libras-Portuguese. The research proposes to investigate and analyze the beliefs of university professors who teach Libras in a Bachelor's Degree course for training translators and interpreters at a federal public university. This study is based on authors who discuss language teaching and the role of beliefs in the field of language teaching and learning, such as Barcelos (2004, 2010), Borges (2017), Figueiredo (2015), Lago (2011) and also, translation and interpretation theorists, such as Nogueira and Santos (2018), Rodrigues (2019) and Faria and Galan-Mañas (2018). This investigation is characterized by being a mixed study, with an emphasis on exploratory research and a predominantly qualitative approach, using the interview technique as a data collection instrument. Data analysis is based on the content analysis technique (BARDIN, 2011), with the construction of categories and meaning cores. The data demonstrate the existence of beliefs about the teaching of Libras in the training of translators and interpreters, indicating that the teacher is required to: a) professional and linguistic profile (fluency, linguistic knowledge of the Libras modality and specificity of translation and interpretation); b) awareness (political and cultural about the deaf community); and c) didactics (in the relationship between teachers and students and in teacher self-assessment). It is concluded that the teachers' beliefs are many, that they are aware of them, and that beliefs change over time. The surveyed teachers realize that language teaching must be taught according to the target audience and that specific education is needed aimed at training the interpreter for an adequate performance in the use of the language, giving due importance to the act of translating and interpret. The data indicate that the respondents attach importance to the qualification of the teacher who teaches the language and importance to the qualification of the interpreter and are concerned with the teaching of Libras, in particular, with self-assessment, with the effectiveness of didactics in teaching, with the creation of differentiated didactic material and with the preparation of the classes taught, aiming at a good training of future interpreters and the search for an ideal method for teaching Libras. The research subjects demonstrate political commitment to support the deaf community, highlighting the belief that learning Libras and fluency in the language will happen, more effectively, through contact with the deaf and with the deaf community. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-09-09T12:16:29Z |
dc.date.available.fl_str_mv |
2021-09-09T12:16:29Z |
dc.date.issued.fl_str_mv |
2021-06-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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dc.identifier.citation.fl_str_mv |
RABELO, W. C. S. V. Crenças de professores de Libras na formação de tradutores e intérpretes. 2021. 122 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11619 |
identifier_str_mv |
RABELO, W. C. S. V. Crenças de professores de Libras na formação de tradutores e intérpretes. 2021. 122 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11619 |
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768 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade Federal de Goiás |
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Programa de Pós-graduação em Letras e Linguística (FL) |
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UFG |
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Brasil |
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Faculdade de Letras - FL (RG) |
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Universidade Federal de Goiás |
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