Research in Translator Education: Action Research in Specific Pedagogical Contexts
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Belas Infiéis |
Texto Completo: | https://periodicos.unb.br/index.php/belasinfieis/article/view/33607 |
Resumo: | Lack of research tradition in the process of translation learning and teaching has been recently pointed out by Echeverri (2018), who called attention to the closed doors of the translation classroom, to which he has referred as “the last frontier to be overcome”. According to the author, this kind of investigation would allow researchers, interested in translation pedagogy and didactics, to move beyond reports of didactic experiences which, albeit relevant for information gathering related to pedagogical issues generated in the translation classroom, do not result from theory informed research and do not reflect the complexities of the theoretical and pedagogical aspects in translation education. Aiming to contribute to research advances in this area, this article presents the design and the results of three doctoral studies carried out in the translation classroom in three different pedagogical contexts. These investigations share some common grounds, namely: the researchers carried out investigation building on their teaching practice in translation classrooms; the teaching materials were designed in accordance with the theoretical framework (research action; competence-based education; translation didactics; active methodologies; translation task); data analysis was carried out in a similar fashion, with two of the studies being based on Content Analysis (CA) procedures. The results obtained, despite the specificities of the different pedagogical situations, point to common denominators, such as: (i) issues derived from classroom practice and examined in the light of well defined theoretical and methodological frameworks may offer a broader and a more accurate understanding of the process involved in translation learning and teaching; (ii) action research in the translation classroom may contribute to teacher empowerment, as a result of his/her engagement in curricular planning (syllabus design), as well as his/her professional development and growth, derived from reflective educational practice; (iii) action research in the translation classroom may not only improve the process of translation learning and teaching, but also, influenced by the cyclic nature of action research, contribute to the unfolding of further research in terms of new observation, new data gathering and interpretation, and new searches for theory-oriented evidence. |
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Research in Translator Education: Action Research in Specific Pedagogical ContextsA pesquisa na formação de tradutores: pesquisa-ação em contextos pedagógicos específicosDidática de tradução. Ensino/aprendizagem de tradução. Pesquisa em sala de aula. Material didático.translation didactics; classroom research; teaching/learning of translation; teaching materials.Lack of research tradition in the process of translation learning and teaching has been recently pointed out by Echeverri (2018), who called attention to the closed doors of the translation classroom, to which he has referred as “the last frontier to be overcome”. According to the author, this kind of investigation would allow researchers, interested in translation pedagogy and didactics, to move beyond reports of didactic experiences which, albeit relevant for information gathering related to pedagogical issues generated in the translation classroom, do not result from theory informed research and do not reflect the complexities of the theoretical and pedagogical aspects in translation education. Aiming to contribute to research advances in this area, this article presents the design and the results of three doctoral studies carried out in the translation classroom in three different pedagogical contexts. These investigations share some common grounds, namely: the researchers carried out investigation building on their teaching practice in translation classrooms; the teaching materials were designed in accordance with the theoretical framework (research action; competence-based education; translation didactics; active methodologies; translation task); data analysis was carried out in a similar fashion, with two of the studies being based on Content Analysis (CA) procedures. The results obtained, despite the specificities of the different pedagogical situations, point to common denominators, such as: (i) issues derived from classroom practice and examined in the light of well defined theoretical and methodological frameworks may offer a broader and a more accurate understanding of the process involved in translation learning and teaching; (ii) action research in the translation classroom may contribute to teacher empowerment, as a result of his/her engagement in curricular planning (syllabus design), as well as his/her professional development and growth, derived from reflective educational practice; (iii) action research in the translation classroom may not only improve the process of translation learning and teaching, but also, influenced by the cyclic nature of action research, contribute to the unfolding of further research in terms of new observation, new data gathering and interpretation, and new searches for theory-oriented evidence.A ausência de tradição de pesquisa sobre a construção do processo de ensino-aprendizagem de tradução foi apontada recentemente por Echeverri (2018), que chamou a atenção para as portas fechadas da sala de aula, a que ele se referiu como “última fronteira a ser superada”. Segundo o autor, esse tipo de investigação permitiria aos pesquisadores interessados em pedagogia e didática da tradução avançar a formação de tradutores, para além de relatos de experiência didática, que, embora relevantes para o levantamento de questões oriundas da sala de aula de tradução, não resultam de pesquisa informada teoricamente e não refletem a complexidade das questões teórico-pedagógicas do ensino-aprendizagem de tradução. Nesse cenário, e buscando contribuir para o avanço das pesquisas nessa área, este artigo apresenta a configuração e os resultados de três pesquisas de doutorado, realizadas na sala de aula de tradução, em três contextos pedagógicos específicos. Tais pesquisas compartilham aspectos em comum, a saber: os pesquisadores desenvolveram a pesquisa a partir de sua prática como professores em salas-de-aula de tradução; os materiais didáticos foram elaborados com base no mesmo quadro teórico composto (pesquisa-ação; formação por competências; didática de tradução; metodologias ativas; tarefas de tradução); a análise dos dados obtidos foi efetuada de modo similar, sendo duas delas apoiadas nos procedimentos da Análise de Conteúdo (Bardin, 2016). Os resultados, apesar da especificidade das situações pedagógicas, apontam para denominadores comuns, quais sejam: (i) as questões surgidas da prática de sala de aula e examinadas a partir de quadros teóricos e metodológicos bem definidos podem oferecer uma compreensão mais ampla do processo envolvido no ensino-aprendizagem de tradução; (ii) a pesquisa-ação em sala de aula de tradução pode contribuir para a formação do pesquisador-professor, como resultado de seu engajamento no planejamento curricular (elaboração de programas de ensino) e seu amadurecimento profissional decorrente de prática educacional reflexiva (Viana, 2007);Programa de Pós-Graduação em Estudos da Tradução (POSTRAD) do Departamento de Línguas Estrangeiras e Tradução (LET) do Instituto de Letras (IL) da Universidade de Brasília2021-06-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.unb.br/index.php/belasinfieis/article/view/3360710.26512/belasinfieis.v10.n2.2021.33607Belas Infiéis; Vol. 10 No. 2 (2021): Translators' Education in Undergraduate Programs; 01-27Belas Infiéis; v. 10 n. 2 (2021): A formação de tradutoras e tradutores em cursos de graduação; 01-272316-661410.26512/belasinfieis.v10.n2.2021.2reponame:Belas Infiéisinstname:Universidade de Brasília (UnB)instacron:UNBporenghttps://periodicos.unb.br/index.php/belasinfieis/article/view/33607/30015https://periodicos.unb.br/index.php/belasinfieis/article/view/33607/30016Copyright (c) 2021 CC BYhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVASCONCELLOS, Maria Lúcia Barbosa deGYSEL, Edelweiss VitolNECKEL, Filipe Mendes GOMES, Lavínia Teixeira 2021-12-09T15:45:07Zoai:ojs.pkp.sfu.ca:article/33607Revistahttps://periodicos.unb.br/index.php/belasinfieisPUBhttps://periodicos.unb.br/index.php/belasinfieis/oai||germanahp@gmail.com|| belasinfieis@gmail.com2316-66142316-6614opendoar:2021-12-09T15:45:07Belas Infiéis - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Research in Translator Education: Action Research in Specific Pedagogical Contexts A pesquisa na formação de tradutores: pesquisa-ação em contextos pedagógicos específicos |
title |
Research in Translator Education: Action Research in Specific Pedagogical Contexts |
spellingShingle |
Research in Translator Education: Action Research in Specific Pedagogical Contexts VASCONCELLOS, Maria Lúcia Barbosa de Didática de tradução. Ensino/aprendizagem de tradução. Pesquisa em sala de aula. Material didático. translation didactics; classroom research; teaching/learning of translation; teaching materials. |
title_short |
Research in Translator Education: Action Research in Specific Pedagogical Contexts |
title_full |
Research in Translator Education: Action Research in Specific Pedagogical Contexts |
title_fullStr |
Research in Translator Education: Action Research in Specific Pedagogical Contexts |
title_full_unstemmed |
Research in Translator Education: Action Research in Specific Pedagogical Contexts |
title_sort |
Research in Translator Education: Action Research in Specific Pedagogical Contexts |
author |
VASCONCELLOS, Maria Lúcia Barbosa de |
author_facet |
VASCONCELLOS, Maria Lúcia Barbosa de GYSEL, Edelweiss Vitol NECKEL, Filipe Mendes GOMES, Lavínia Teixeira |
author_role |
author |
author2 |
GYSEL, Edelweiss Vitol NECKEL, Filipe Mendes GOMES, Lavínia Teixeira |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
VASCONCELLOS, Maria Lúcia Barbosa de GYSEL, Edelweiss Vitol NECKEL, Filipe Mendes GOMES, Lavínia Teixeira |
dc.subject.por.fl_str_mv |
Didática de tradução. Ensino/aprendizagem de tradução. Pesquisa em sala de aula. Material didático. translation didactics; classroom research; teaching/learning of translation; teaching materials. |
topic |
Didática de tradução. Ensino/aprendizagem de tradução. Pesquisa em sala de aula. Material didático. translation didactics; classroom research; teaching/learning of translation; teaching materials. |
description |
Lack of research tradition in the process of translation learning and teaching has been recently pointed out by Echeverri (2018), who called attention to the closed doors of the translation classroom, to which he has referred as “the last frontier to be overcome”. According to the author, this kind of investigation would allow researchers, interested in translation pedagogy and didactics, to move beyond reports of didactic experiences which, albeit relevant for information gathering related to pedagogical issues generated in the translation classroom, do not result from theory informed research and do not reflect the complexities of the theoretical and pedagogical aspects in translation education. Aiming to contribute to research advances in this area, this article presents the design and the results of three doctoral studies carried out in the translation classroom in three different pedagogical contexts. These investigations share some common grounds, namely: the researchers carried out investigation building on their teaching practice in translation classrooms; the teaching materials were designed in accordance with the theoretical framework (research action; competence-based education; translation didactics; active methodologies; translation task); data analysis was carried out in a similar fashion, with two of the studies being based on Content Analysis (CA) procedures. The results obtained, despite the specificities of the different pedagogical situations, point to common denominators, such as: (i) issues derived from classroom practice and examined in the light of well defined theoretical and methodological frameworks may offer a broader and a more accurate understanding of the process involved in translation learning and teaching; (ii) action research in the translation classroom may contribute to teacher empowerment, as a result of his/her engagement in curricular planning (syllabus design), as well as his/her professional development and growth, derived from reflective educational practice; (iii) action research in the translation classroom may not only improve the process of translation learning and teaching, but also, influenced by the cyclic nature of action research, contribute to the unfolding of further research in terms of new observation, new data gathering and interpretation, and new searches for theory-oriented evidence. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unb.br/index.php/belasinfieis/article/view/33607 10.26512/belasinfieis.v10.n2.2021.33607 |
url |
https://periodicos.unb.br/index.php/belasinfieis/article/view/33607 |
identifier_str_mv |
10.26512/belasinfieis.v10.n2.2021.33607 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/belasinfieis/article/view/33607/30015 https://periodicos.unb.br/index.php/belasinfieis/article/view/33607/30016 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 CC BY https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 CC BY https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Estudos da Tradução (POSTRAD) do Departamento de Línguas Estrangeiras e Tradução (LET) do Instituto de Letras (IL) da Universidade de Brasília |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Estudos da Tradução (POSTRAD) do Departamento de Línguas Estrangeiras e Tradução (LET) do Instituto de Letras (IL) da Universidade de Brasília |
dc.source.none.fl_str_mv |
Belas Infiéis; Vol. 10 No. 2 (2021): Translators' Education in Undergraduate Programs; 01-27 Belas Infiéis; v. 10 n. 2 (2021): A formação de tradutoras e tradutores em cursos de graduação; 01-27 2316-6614 10.26512/belasinfieis.v10.n2.2021.2 reponame:Belas Infiéis instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Belas Infiéis |
collection |
Belas Infiéis |
repository.name.fl_str_mv |
Belas Infiéis - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
||germanahp@gmail.com|| belasinfieis@gmail.com |
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