Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos de Tradução (Florianópolis. Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2017v37n2p177 |
Resumo: | In the context of competence-based teaching, this paper draws upon the model of Translation Competence (TC) put forward by the PACTE group (2003) to establish a dialogue between cognitive-constructivist paradigms for translation teaching and the model of the Context-based Text Typology (MATTHIESSEN et al., 2007). In this theoretical environment, it proposes a model for the design of a Teaching Unit (TU) for the development of the bilingual competence in would-be-translators.To this end, it explores translation as a cognitive, communicative and textual activity (HURTADO ALBIR, 2011) and considers its teaching from the translation task-based approach (HURTADO ALBIR, 1999). This approach is illustrated through the practical example of the design of a TU elaborated for the subject ‘Introduction to Specialized Translation’,part of the curricular grid of the program ‘Secretariado Executivo’ at Universidade Federal de Santa Catarina. Aspects such as the establishment of learning objectives and their alignment with the translation tasks composing the TU are addressed for this specific pedagogical situation. We argue for the development of textual competences by means of the acquisition of strategies derived from the Context-based Text Typology to solve problems arising from the translation of different text types and contextual configurations. |
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Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typologyInterdisciplinaridade no ensino da tradução: formação por competências, abordagem por tarefas de tradução, tipologia textual baseada em contextoIn the context of competence-based teaching, this paper draws upon the model of Translation Competence (TC) put forward by the PACTE group (2003) to establish a dialogue between cognitive-constructivist paradigms for translation teaching and the model of the Context-based Text Typology (MATTHIESSEN et al., 2007). In this theoretical environment, it proposes a model for the design of a Teaching Unit (TU) for the development of the bilingual competence in would-be-translators.To this end, it explores translation as a cognitive, communicative and textual activity (HURTADO ALBIR, 2011) and considers its teaching from the translation task-based approach (HURTADO ALBIR, 1999). This approach is illustrated through the practical example of the design of a TU elaborated for the subject ‘Introduction to Specialized Translation’,part of the curricular grid of the program ‘Secretariado Executivo’ at Universidade Federal de Santa Catarina. Aspects such as the establishment of learning objectives and their alignment with the translation tasks composing the TU are addressed for this specific pedagogical situation. We argue for the development of textual competences by means of the acquisition of strategies derived from the Context-based Text Typology to solve problems arising from the translation of different text types and contextual configurations.No contexto de formação por competências, este artigo se apoia no modelo de competência Tradutória (CT) do Grupo PACTE (2003) para estabelecer um diálogo interdisciplinar entre paradigmas cognitivo-construtivistas para o ensino de tradução e o modelo de Tipologia Textual Baseada em Contexto (MATTHIESSEN et al., 2007). Nesse espaço teórico, propõe-se um modelo para construção de Unidade Didática (UD) para o desenvolvimento da subcompetência bilíngue para tradutores em formação. Para tanto, a proposta explora a tradução como uma atividade cognitiva, comunicativa e textual (HURTADO ALBIR, 2011) e considera seu ensino a partir da abordagem por tarefa-de-tradução (HURTADOALBIR, 1999). Essa abordagem é ilustrada com um exemplo prático de desenho de uma UD elaborada para uma disciplina de Introdução à Tradução Especializada, da grade curricular do curso de Secretariado Executivo da Universidade Federal de Santa Catarina. Questões tais como o estabelecimento de objetivos de aprendizagem e seu alinhamento com as tarefas de tradução que compõem a UD são abordadas para essa situação pedagógica específica. Argumenta-se pela possibilidade de desenvolvimento de competências textuais por meio da aquisição de estratégias derivadas da Tipologia Textual Baseada em Contexto para a solução de problemas de tradução de textos de diferentes tipos e configurações contextuais.Universidade Federal de Santa Catarina2017-05-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa empíricaapplication/pdfhttps://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2017v37n2p17710.5007/2175-7968.2017v37n2p177Cadernos de Tradução; Vol. 37 No. 2 (2017): Edição Regular; 177-207Cadernos de Tradução; Vol. 37 Núm. 2 (2017): Edição Regular; 177-207Cadernos de Tradução; v. 37 n. 2 (2017): Edição Regular; 177-2072175-79681414-526Xreponame:Cadernos de Tradução (Florianópolis. Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2017v37n2p177/34074Copyright (c) 2017 Cadernos de Traduçãoinfo:eu-repo/semantics/openAccessGysel, Edelweiss VitolVasconcellos, Maria Lúcia BarbosaEspindola, Elaine Baldissera2022-12-04T03:17:01Zoai:periodicos.ufsc.br:article/41518Revistahttps://periodicos.ufsc.br/index.php/traducao/indexPUBhttps://periodicos.ufsc.br/index.php/traducao/oaieditorcadernostraducao@contato.ufsc.br||ecadernos@gmail.com||editorcadernostraducao@contato.ufsc.br|| cadernostraducao@contato.ufsc.br2175-79681414-526Xopendoar:2022-12-04T03:17:01Cadernos de Tradução (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology Interdisciplinaridade no ensino da tradução: formação por competências, abordagem por tarefas de tradução, tipologia textual baseada em contexto |
title |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology |
spellingShingle |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology Gysel, Edelweiss Vitol |
title_short |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology |
title_full |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology |
title_fullStr |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology |
title_full_unstemmed |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology |
title_sort |
Interdisciplinarity in translation teaching: competence-based education, translation task-based approach, context-based text typology |
author |
Gysel, Edelweiss Vitol |
author_facet |
Gysel, Edelweiss Vitol Vasconcellos, Maria Lúcia Barbosa Espindola, Elaine Baldissera |
author_role |
author |
author2 |
Vasconcellos, Maria Lúcia Barbosa Espindola, Elaine Baldissera |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Gysel, Edelweiss Vitol Vasconcellos, Maria Lúcia Barbosa Espindola, Elaine Baldissera |
description |
In the context of competence-based teaching, this paper draws upon the model of Translation Competence (TC) put forward by the PACTE group (2003) to establish a dialogue between cognitive-constructivist paradigms for translation teaching and the model of the Context-based Text Typology (MATTHIESSEN et al., 2007). In this theoretical environment, it proposes a model for the design of a Teaching Unit (TU) for the development of the bilingual competence in would-be-translators.To this end, it explores translation as a cognitive, communicative and textual activity (HURTADO ALBIR, 2011) and considers its teaching from the translation task-based approach (HURTADO ALBIR, 1999). This approach is illustrated through the practical example of the design of a TU elaborated for the subject ‘Introduction to Specialized Translation’,part of the curricular grid of the program ‘Secretariado Executivo’ at Universidade Federal de Santa Catarina. Aspects such as the establishment of learning objectives and their alignment with the translation tasks composing the TU are addressed for this specific pedagogical situation. We argue for the development of textual competences by means of the acquisition of strategies derived from the Context-based Text Typology to solve problems arising from the translation of different text types and contextual configurations. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa empírica |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2017v37n2p177 10.5007/2175-7968.2017v37n2p177 |
url |
https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2017v37n2p177 |
identifier_str_mv |
10.5007/2175-7968.2017v37n2p177 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/traducao/article/view/2175-7968.2017v37n2p177/34074 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Cadernos de Tradução info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Cadernos de Tradução |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Cadernos de Tradução; Vol. 37 No. 2 (2017): Edição Regular; 177-207 Cadernos de Tradução; Vol. 37 Núm. 2 (2017): Edição Regular; 177-207 Cadernos de Tradução; v. 37 n. 2 (2017): Edição Regular; 177-207 2175-7968 1414-526X reponame:Cadernos de Tradução (Florianópolis. Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Cadernos de Tradução (Florianópolis. Online) |
collection |
Cadernos de Tradução (Florianópolis. Online) |
repository.name.fl_str_mv |
Cadernos de Tradução (Florianópolis. Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
editorcadernostraducao@contato.ufsc.br||ecadernos@gmail.com||editorcadernostraducao@contato.ufsc.br|| cadernostraducao@contato.ufsc.br |
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1799875300119543808 |