Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Belas Infiéis |
Texto Completo: | https://periodicos.unb.br/index.php/belasinfieis/article/view/24657 |
Resumo: | This article aims at showing the results of the third phase of a qualitative-descriptive and exploratory research on pedagogical approaches adopted by translation practice teachers in Canada, in comparison to data collected in Brazil. Firstly, beginning in 2012, and using unstructured questionnaires, the proposal identified the academic profile of 13 Brazilian translation teachers and their pedagogical approaches. In 2017, as a way of continuing the research, and taking into account that teachers modify or stabilize their practices over the years, the second phase of the study adopted a qualitative-longitudinal research proposal (FLORES, 2003), with the objective of identifying, with the same group of Brazilian teachers, the modifications they may have incorporated in their classrooms after five years. Participants were invited to (re)evaluate the questionnaires answered in 2012 and to describe possible changes undergone in their teaching approaches. They were also invited to answer what content they find easy or difficult to teach in translation practice classes. The third and last phase of the investigation aimed at describing the pedagogical approaches adopted by translation teachers in Canada comparing them with those adopted by Brazilian teachers. Through the results from questionnaire application, interview and classroom observations, the hypothesis that the performance magistrale, which makes the solutions of translation problems that arise in texts worked in the class dependent on the authorized version of the teacher, and, at the same time, limiting the student's learning process to listening and taking notes, was confirmed for both contexts. |
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Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian TeachersEnsino de tradução: Perfis e abordagens pedagógicas de docentes brasileiros e canadensesEnsino de Tradução. Pedagogia da Tradução. Professor de Tradução. Análise comparativa Brasil-Canadá. Pesquisa Exploratória.Translation Teaching. Translation Pedagogy. Translator Trainer. Comparative Analysis Brazil-Canada. Exploratory Research.This article aims at showing the results of the third phase of a qualitative-descriptive and exploratory research on pedagogical approaches adopted by translation practice teachers in Canada, in comparison to data collected in Brazil. Firstly, beginning in 2012, and using unstructured questionnaires, the proposal identified the academic profile of 13 Brazilian translation teachers and their pedagogical approaches. In 2017, as a way of continuing the research, and taking into account that teachers modify or stabilize their practices over the years, the second phase of the study adopted a qualitative-longitudinal research proposal (FLORES, 2003), with the objective of identifying, with the same group of Brazilian teachers, the modifications they may have incorporated in their classrooms after five years. Participants were invited to (re)evaluate the questionnaires answered in 2012 and to describe possible changes undergone in their teaching approaches. They were also invited to answer what content they find easy or difficult to teach in translation practice classes. The third and last phase of the investigation aimed at describing the pedagogical approaches adopted by translation teachers in Canada comparing them with those adopted by Brazilian teachers. Through the results from questionnaire application, interview and classroom observations, the hypothesis that the performance magistrale, which makes the solutions of translation problems that arise in texts worked in the class dependent on the authorized version of the teacher, and, at the same time, limiting the student's learning process to listening and taking notes, was confirmed for both contexts.Neste artigo, são apresentados os resultados da terceira etapa de uma pesquisa qualitativo-descritiva e de cunho exploratório sobre as abordagens pedagógicas adotadas por professores de prática de tradução em contexto canadense, em comparação com os dados coletados em contexto brasileiro. Em sua primeira etapa, iniciada em 2012, e utilizando questionários não estruturados, a pesquisa identificou o perfil acadêmico de 13 professores brasileiros de tradução e suas rotinas pedagógicas. Em 2017, como forma de dar continuidade à investigação, e levando em consideração que os professores modificam ou estabilizam suas práticas com o passar dos anos, a segunda etapa deste estudo adotou uma proposta de investigação qualitativo-longitudinal (FLORES, 2003), com o objetivo de identificar, junto ao mesmo grupo de professores brasileiros, as modificações que eles possam ter incorporado em suas salas de aula após cinco anos. Os participantes foram convidados a (re)avaliar os questionários respondidos em 2012 e a descrever as transformações sofridas em suas abordagens de ensino. Eles foram também convidados a analisar quais conteúdos consideram mais fáceis e mais difíceis de serem ensinados na sala de aula de prática de tradução (em geral). A terceira e última etapa deste estudo teve por objetivo identificar o perfil e descrever as abordagens pedagógicas adotadas por professores em contexto canadense e compará-las à quelas adotadas por professores brasileiros. Por meio dos resultados oriundos da aplicação de questionário, entrevista e de observações de aula, corroborou-se a hipótese de que a performance magistrale, que torna as soluções dos problemas tradutórios que surgem nos textos trabalhados em sala de aula dependentes da versão autorizada do professor, limitando a aprendizagem do aluno a uma instância de escutar e tomar notas, ainda prevalece em ambos os contextos.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 Brasília2020-01-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/belasinfieis/article/view/2465710.26512/belasinfieis.v9.n1.2020.24657Belas Infiéis; Vol. 9 No. 1 (2020): Número regular não temático; 127-166Belas Infiéis; v. 9 n. 1 (2020): Número regular não temático; 127-1662316-661410.26512/belasinfieis.v9.n1.2020.1reponame:Belas Infiéisinstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/belasinfieis/article/view/24657/25076Copyright (c) 2020 Belas Infiéisinfo:eu-repo/semantics/openAccessDias Esqueda, Marileide 2021-05-13T18:33:36Zoai:ojs.pkp.sfu.ca:article/24657Revistahttps://periodicos.unb.br/index.php/belasinfieisPUBhttps://periodicos.unb.br/index.php/belasinfieis/oai||germanahp@gmail.com|| belasinfieis@gmail.com2316-66142316-6614opendoar:2021-05-13T18:33:36Belas Infiéis - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers Ensino de tradução: Perfis e abordagens pedagógicas de docentes brasileiros e canadenses |
title |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers |
spellingShingle |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers Dias Esqueda, Marileide Ensino de Tradução. Pedagogia da Tradução. Professor de Tradução. Análise comparativa Brasil-Canadá. Pesquisa Exploratória. Translation Teaching. Translation Pedagogy. Translator Trainer. Comparative Analysis Brazil-Canada. Exploratory Research. |
title_short |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers |
title_full |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers |
title_fullStr |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers |
title_full_unstemmed |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers |
title_sort |
Translation Teaching: Profiles and Pedagogical Approaches of Brazilian and Canadian Teachers |
author |
Dias Esqueda, Marileide |
author_facet |
Dias Esqueda, Marileide |
author_role |
author |
dc.contributor.author.fl_str_mv |
Dias Esqueda, Marileide |
dc.subject.por.fl_str_mv |
Ensino de Tradução. Pedagogia da Tradução. Professor de Tradução. Análise comparativa Brasil-Canadá. Pesquisa Exploratória. Translation Teaching. Translation Pedagogy. Translator Trainer. Comparative Analysis Brazil-Canada. Exploratory Research. |
topic |
Ensino de Tradução. Pedagogia da Tradução. Professor de Tradução. Análise comparativa Brasil-Canadá. Pesquisa Exploratória. Translation Teaching. Translation Pedagogy. Translator Trainer. Comparative Analysis Brazil-Canada. Exploratory Research. |
description |
This article aims at showing the results of the third phase of a qualitative-descriptive and exploratory research on pedagogical approaches adopted by translation practice teachers in Canada, in comparison to data collected in Brazil. Firstly, beginning in 2012, and using unstructured questionnaires, the proposal identified the academic profile of 13 Brazilian translation teachers and their pedagogical approaches. In 2017, as a way of continuing the research, and taking into account that teachers modify or stabilize their practices over the years, the second phase of the study adopted a qualitative-longitudinal research proposal (FLORES, 2003), with the objective of identifying, with the same group of Brazilian teachers, the modifications they may have incorporated in their classrooms after five years. Participants were invited to (re)evaluate the questionnaires answered in 2012 and to describe possible changes undergone in their teaching approaches. They were also invited to answer what content they find easy or difficult to teach in translation practice classes. The third and last phase of the investigation aimed at describing the pedagogical approaches adopted by translation teachers in Canada comparing them with those adopted by Brazilian teachers. Through the results from questionnaire application, interview and classroom observations, the hypothesis that the performance magistrale, which makes the solutions of translation problems that arise in texts worked in the class dependent on the authorized version of the teacher, and, at the same time, limiting the student's learning process to listening and taking notes, was confirmed for both contexts. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-24 |
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/24657 10.26512/belasinfieis.v9.n1.2020.24657 |
url |
https://periodicos.unb.br/index.php/belasinfieis/article/view/24657 |
identifier_str_mv |
10.26512/belasinfieis.v9.n1.2020.24657 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/belasinfieis/article/view/24657/25076 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Belas Infiéis info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 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. 9 No. 1 (2020): Número regular não temático; 127-166 Belas Infiéis; v. 9 n. 1 (2020): Número regular não temático; 127-166 2316-6614 10.26512/belasinfieis.v9.n1.2020.1 reponame:Belas Infiéis instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
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UNB |
institution |
UNB |
reponame_str |
Belas Infiéis |
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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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