Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Belas Infiéis |
Texto Completo: | https://periodicos.unb.br/index.php/belasinfieis/article/view/23630 |
Resumo: | Translators of poetry ideally seek to re-create, in the target poem, the same poetic features seen in the source poem (metric, phonetic, prosodic, and semantic features). But in practice, we have to choose which features will take priority, since "correspondence on all levels, with no loss, is rarely possible in poetic translation" (Britto, 2002). We often wonder to what extent the changes, cuts or additions made regarding form (meter or rhymes, for instance) will interfere in the interpretation of the target poem. Concerning poetry for children, there is an extra challenge that adds to our wonder: the asymmetrical relationship (maturity, cultural and linguistic baggage) between the child reader and the adult who writes or translates to the child (Azenha, 2008). To reduce asymmetry and to improve the chances of the work being accepted by the target audience, translators should be very attentive of the language in use at the time of the translation (Azenha, 2005), and try to spend some time with same-age children to whom they translate it (Lathey, 2016). Despite Azenha's and Lathey's recommendations, and despite the growing number of research on translation of children's literature in the past thirty years, there are only a handful of studies that take the children's response into account. With this article I intend to contribute to reducing that gap: first, I present my translation into English of the poem "As meninas", originally written in Portuguese by Cecília Meireles, and then submit the results of two sessions of poetry-reading-and-discussion carried out with two different groups of 9 to 10 year-old English-speaking children, who read and discussed the translated poem entitled "Girls at the window". The sessions were held at two different schools in England, following the guidelines of the dialogical and collaborative literacy practice Think Aloud in Group (Zanotto, 2014), to which I also provide a short explanation. |
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Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in EnglandWho are you, Maria dear? Recepção de uma proposta de tradução de "As meninas", de Cecília Meireles, entre crianças na InglaterraEstudos da Tradução. Tradução de Literatura Infantil. Pensar Alto em Grupo. Cecília Meireles. Poesia para crianças.Translation Studies. Translation of Children's Literature. Think Aloud in Group. Cecília Meireles. Poetry for childrenTranslators of poetry ideally seek to re-create, in the target poem, the same poetic features seen in the source poem (metric, phonetic, prosodic, and semantic features). But in practice, we have to choose which features will take priority, since "correspondence on all levels, with no loss, is rarely possible in poetic translation" (Britto, 2002). We often wonder to what extent the changes, cuts or additions made regarding form (meter or rhymes, for instance) will interfere in the interpretation of the target poem. Concerning poetry for children, there is an extra challenge that adds to our wonder: the asymmetrical relationship (maturity, cultural and linguistic baggage) between the child reader and the adult who writes or translates to the child (Azenha, 2008). To reduce asymmetry and to improve the chances of the work being accepted by the target audience, translators should be very attentive of the language in use at the time of the translation (Azenha, 2005), and try to spend some time with same-age children to whom they translate it (Lathey, 2016). Despite Azenha's and Lathey's recommendations, and despite the growing number of research on translation of children's literature in the past thirty years, there are only a handful of studies that take the children's response into account. With this article I intend to contribute to reducing that gap: first, I present my translation into English of the poem "As meninas", originally written in Portuguese by Cecília Meireles, and then submit the results of two sessions of poetry-reading-and-discussion carried out with two different groups of 9 to 10 year-old English-speaking children, who read and discussed the translated poem entitled "Girls at the window". The sessions were held at two different schools in England, following the guidelines of the dialogical and collaborative literacy practice Think Aloud in Group (Zanotto, 2014), to which I also provide a short explanation.Em se tratando de poesia, tradutores idealmente procuram recriar, no poema de chegada, correspondentes para todos os atributos poéticos (métrico, fônico, prosódico, semântico) identificados no poema de partida. Na prática, entretanto, somos levados a escolher quais desses atributos priorizar, uma vez que "correspondência em todos os níveis, sem nenhuma perda, é raramente possível em tradução poética" (Britto, 2002). Não raro nos perguntamos em que medida as alterações, cortes ou acréscimos, feitos em nome da métrica ou da rima, por exemplo, interferem na interpretação do poema traduzido. Nas traduções para o público infantil, há um complicador que intensifica a dúvida: a relação assimétrica (maturidade, bagagem cultural e linguística) entre as crianças leitoras e os adultos que escrevem ou traduzem para elas (Azenha, 2008). Para reduzir essa assimetria e garantir a aceitação da obra junto ao público, é recomendável que os tradutores procurem se aproximar da linguagem do tempo para o qual traduzem (Azenha, 2005), além de terem algum contato com crianças da idade daquelas para quem traduzem (Lathey, 2016). Em que pesem as recomendações de Azenha e Lathey, e os avanços nos estudos sobre tradução de literatura infantil feitos nos últimos trinta anos, ainda são poucos os estudos que levam em conta a resposta do público leitor. Neste artigo, pretendo dar minha contribuição para reduzir essa lacuna: primeiro apresento minha proposta de tradução do poema "As meninas", de Cecília Meireles, e em seguida os dados de duas vivências com grupos de crianças estrangeiras de 9 e 10 anos de idade, que leram e discutiram o poema traduzido, intitulado "Girls at the window". As vivências foram realizadas em duas escolas da Inglaterra, dentro da prática de letramento Pensar Alto em Grupo (Zanotto, 2014), também brevemente explicada neste artigo.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 Brasília2019-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/belasinfieis/article/view/2363010.26512/belasinfieis.v8.n3.2019.23630Belas Infiéis; Vol. 8 No. 3 (2019): A tradução e a infância: história, teoria, ensino e prática; 103-126Belas Infiéis; v. 8 n. 3 (2019): A tradução e a infância: história, teoria, ensino e prática; 103-1262316-661410.26512/belasinfieis.v8.n3.2019.3reponame:Belas Infiéisinstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/belasinfieis/article/view/23630/23072Copyright (c) 2019 Belas Infiéisinfo:eu-repo/semantics/openAccessDiniz, Telma Franco2019-07-28T14:55:53Zoai:ojs.pkp.sfu.ca:article/23630Revistahttps://periodicos.unb.br/index.php/belasinfieisPUBhttps://periodicos.unb.br/index.php/belasinfieis/oai||germanahp@gmail.com|| belasinfieis@gmail.com2316-66142316-6614opendoar:2019-07-28T14:55:53Belas Infiéis - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England Who are you, Maria dear? Recepção de uma proposta de tradução de "As meninas", de Cecília Meireles, entre crianças na Inglaterra |
title |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England |
spellingShingle |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England Diniz, Telma Franco Estudos da Tradução. Tradução de Literatura Infantil. Pensar Alto em Grupo. Cecília Meireles. Poesia para crianças. Translation Studies. Translation of Children's Literature. Think Aloud in Group. Cecília Meireles. Poetry for children |
title_short |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England |
title_full |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England |
title_fullStr |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England |
title_full_unstemmed |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England |
title_sort |
Who are you, Maria dear? The reception of "Girls at the window", a translation of "As meninas" (Cecília Meireles) by children in England |
author |
Diniz, Telma Franco |
author_facet |
Diniz, Telma Franco |
author_role |
author |
dc.contributor.author.fl_str_mv |
Diniz, Telma Franco |
dc.subject.por.fl_str_mv |
Estudos da Tradução. Tradução de Literatura Infantil. Pensar Alto em Grupo. Cecília Meireles. Poesia para crianças. Translation Studies. Translation of Children's Literature. Think Aloud in Group. Cecília Meireles. Poetry for children |
topic |
Estudos da Tradução. Tradução de Literatura Infantil. Pensar Alto em Grupo. Cecília Meireles. Poesia para crianças. Translation Studies. Translation of Children's Literature. Think Aloud in Group. Cecília Meireles. Poetry for children |
description |
Translators of poetry ideally seek to re-create, in the target poem, the same poetic features seen in the source poem (metric, phonetic, prosodic, and semantic features). But in practice, we have to choose which features will take priority, since "correspondence on all levels, with no loss, is rarely possible in poetic translation" (Britto, 2002). We often wonder to what extent the changes, cuts or additions made regarding form (meter or rhymes, for instance) will interfere in the interpretation of the target poem. Concerning poetry for children, there is an extra challenge that adds to our wonder: the asymmetrical relationship (maturity, cultural and linguistic baggage) between the child reader and the adult who writes or translates to the child (Azenha, 2008). To reduce asymmetry and to improve the chances of the work being accepted by the target audience, translators should be very attentive of the language in use at the time of the translation (Azenha, 2005), and try to spend some time with same-age children to whom they translate it (Lathey, 2016). Despite Azenha's and Lathey's recommendations, and despite the growing number of research on translation of children's literature in the past thirty years, there are only a handful of studies that take the children's response into account. With this article I intend to contribute to reducing that gap: first, I present my translation into English of the poem "As meninas", originally written in Portuguese by Cecília Meireles, and then submit the results of two sessions of poetry-reading-and-discussion carried out with two different groups of 9 to 10 year-old English-speaking children, who read and discussed the translated poem entitled "Girls at the window". The sessions were held at two different schools in England, following the guidelines of the dialogical and collaborative literacy practice Think Aloud in Group (Zanotto, 2014), to which I also provide a short explanation. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-07-25 |
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/23630 10.26512/belasinfieis.v8.n3.2019.23630 |
url |
https://periodicos.unb.br/index.php/belasinfieis/article/view/23630 |
identifier_str_mv |
10.26512/belasinfieis.v8.n3.2019.23630 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/belasinfieis/article/view/23630/23072 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Belas Infiéis info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Belas Infiéis |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
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. 8 No. 3 (2019): A tradução e a infância: história, teoria, ensino e prática; 103-126 Belas Infiéis; v. 8 n. 3 (2019): A tradução e a infância: história, teoria, ensino e prática; 103-126 2316-6614 10.26512/belasinfieis.v8.n3.2019.3 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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