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BITRA. BIBLIOGRAFÍA DE INTERPRETACIÓN Y TRADUCCIÓN

 
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Tema:   Pedagogía. Brasil. Español. Internet.
Autor:   Reis, Elaine Cristina
Año:   2016
Título:   A interface da tradução com as tecnologias na sala de aula de espanhol como LE: retratos da prática de formandos nas modalidades presencial e a distáncia [The interface of translation with technologies in the Spanish classroom as a foreign language: portr
Lugar:   Florianópolis (Santa Catarina)
http://www.pget.ufsc.br/curso/teses/Elaine_Cristina_Reis_-_Tese.pdf
Editorial/Revista:   Universidade Federal de Santa Catarina - UFSC
Páginas:   300
Idioma:   Portugués
Tipo:   Tesis
Disponibilidad:   Acceso abierto
Resumen:   This study aims to investigate the occurrence of the interface translation and technologies in the Spanish classes during supervised practice by the undergraduates from the Spanish course held by the Federal University of Santa Catarina, among the presidential and distance learning modalities. The motivation to research this theme comes from the perspective that the training trajectory of the teacher is set as a multiplier, influenced and/or can determinate the teaching practice in the basic education, not only for the translation use, but also as pedagogical practice, in other words, the translation used in the foreign language (IFL) classrooms as a linguistic skill, as much as the use of technologies for the aforesaid activities. Considering that the contemporary translation theories justify translation studies as an interdisciplinary area, in the case of this research, this interdisciplinarity is realized in the scenarios between translation and Language teaching and Translation and technology. The theoretical paradigm in which gives full support is the concept of translation while retextualization signaled by Marcuschi (2010) studies, Travaglia (2003) and Dell’Isola (2007). In terms of use of the information technologies (IT), is highlighted the potential that they reach in the teaching-learning of Spanish as IFL and, consequentially, in the translation practices. For this purpose, it is fundamental that the process of teaching-learning go beyond the instrumental and tie itself to the situations and opportunities of learning mainly for pedagogical ends in the classroom, corroborating Fernando Costa et al. (2012) studies, among others researchers in the area in which we base ourselves. The subjects of analysis are the reports from the supervised practice of the 2011 undergraduates students, in both modalities, categorized by the triangulation as follows: Developed activities, and the observation of the supervised classes developed by the pairs. The results obtained through out this study shows that the believes about the use of translation and the technologies interfere in the IFL teacher practice and can forge its use in the classroom, as much as to contribute for a possible dichotomy between think/speak and make the use of it. Further more, the use of the technologies as a tool is most seen element and reaffirmed in the classroom practice, lacking of interiorization of the pedagogical possibilities. The data of this research indicate that translation, upon this denomination is proposed only a few times consciously as pedagogical activity and, hardly ever, translation is recognized as such, not being adopted by the most wide optics and contextual of the retextualization. [Source: Author]
Agradecimientos:   Record supplied by Katia Aily Franco de Camargo – (Universidade Federal do Rio Grande do Norte – UFRN).
 
 
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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