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Traducción e Interpretación

BITRA. BIBLIOGRAFÍA DE INTERPRETACIÓN Y TRADUCCIÓN

 
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Tema:   Literatura. Género. Pedagogía.
Autor:   Olher, Rosa Maria
Año:   2007
Título:   Tradução e representação no ensino de literatura estrangeira = um lugar "ente-linguas" [Translation and representation in foreign literature teaching: an "inter-language" space]
Lugar:   Campinas (São Paulo) http://repositorio.unicamp.br/jspui/bitstream/REPOSIP/269476/1/Olher_RosaMaria_D.pdf
Editorial/Revista:   Universidade de Campinas (Unicamp)
Páginas:   191
Idioma:   Portugués
Tipo:   Tesis.
Disponibilidad:   Acceso abierto
Resumen:   The aim of this research study is to enhance discussions on translation representation in foreign literature teaching, based on a discursive-deconstructionist view. Some professors of foreign literature were interviewed in Brazil and in the United States of America. The questions provided were specifically related to translation, foreign literature teaching in higher education and reading of foreign literary text. The hypothesis that translation is relegated to a secondary role, in the context of foreign literature teaching, is argued through the relationship established between original text and translated text and also through the discussion of the interviewees? representations of translation as professors and as readers. Some results of the discussion showed that, in the Brazilian teaching context under analysis, the representations were mostly related to: (un)fidelity, authorship and originality, as well as to the preference for the use of the foreign language and for the reading of the original text, which were discussed as a result of the “inter- language” place which interviewees interact with. In the North American context, representations of the interviwees were summarized as: translation as difference, necessity, dependency and supplement, argued as a result of the English language cultural hegemony and of the individual?s identity fragmentation in postmodern society. A common point was observed in both contexts: the overlapping of larger institutional discourse (institutionalized scientific discourse) with the individuals? discursivety constituted in and by that academic context. [Source: Author]
Agradecimientos:   Record supplied by Katia Aily Franco de Camargo – (Universidade Federal do Rio Grande do Norte – UFRN).
 
 
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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