Departamento de
Traducción e Interpretación

BITRA. BIBLIOGRAFÍA DE INTERPRETACIÓN Y TRADUCCIÓN

 
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Tema:   Pedagogía. Brasil.
Autor:   Costa, Patrícia Rodrigues
Año:   2018
Título:   A formação de tradutores em instituições de educação superior públicas brasileiras. Uma análise documental [Training translators in Brazilian public higher education institutions. A documentary analysis]
Lugar:   Florianópolis (Santa Catarina)
https://repositorio.ufsc.br/handle/123456789/188094
Editorial/Revista:   USFC (Universidade Federal Santa Catarina)
Páginas:   450
Idioma:   Portugués
Tipo:   Tesis
Disponibilidad:   Acceso abierto.
Resumen:   The main goal of this dissertation is to present a documentary analysis of Translation undergraduate programs at Brazilian public Higher Education Institutions (HEI), with an emphasis on the discussion regarding curriculum design. Its specific objectives are: (1) to discuss the institutionalization of Translation and translators education offered in undergraduate programs in Brazil; (2) to outline the profiles of undergraduate programs at Brazilian public HEI, and (3) to discuss the place of literary translation at these undergraduate programs. The method used for this research can be described as descriptive and exploratory, non-evaluative, with a technical procedure based on documentary research and content analysis supported by a qualitative-quantitative approach (LAMOUREUX, 2003, COHEN, MANION, MORRISON, 2007; THOUIN, 2014) in order to carry out a documentary analysis (GEORGE, 2006; SCOTT, 2006; WEBER, 2006; COHEN; MANION; MORRISON, 2007). The analysis is based on government documents (evaluations, resolutions, and guidelines of the Ministry of Education MEC, and federal laws related to the Brazilian higher education system), institutional documents (pedagogical projects, institutional pages and documents of each program and/or HEI), as well as scientific publications (books and papers), which are texts that have not received prior data treatment. As a theoretical basis, we used studies from Curriculum Theory, and studies related to curriculum design on Translation Studies (DELISLE, 1984; 2013; VALENTINE, 1996; GONÇALVES; MACHADO, 2006; GONÇALVES, 2008; 2015; NORD, 2005a; 2005b; 2008; HURTADO ALBIR, 1999; 2005; 2007; 2008; 2015; KELLY, 2005; 2008; 2010; CALVO ENCINAS, 2004; 2009; 2011; 2001; KIRALY, 1995; 2000; 2017; KIRALY et al., 2016). Furthermore, we discussed the insertion of the concept competence on Education Sciences and Translation Studies. We analyzed documents of 10 Portuguese/English Translation undergraduate programs at public HEI: (1) Universidade Federal do Rio Grande do Sul; (2) Universidade Estadual Paulista Júlio de Mesquita Filho ; (3) Universidade Federal do Paraná; (4) Universidade Estadual de Maringá; (5) Universidade Federal de Ouro Preto; (6) Universidade de Brasília; (7) Universidade Federal de Juiz de Fora; (8) Universidade Federal da Paraíba; (9) Universidade Federal de Uberlândia, and (10) Universidade Federal de Pelotas. The content analysis points to partial compliance to the requirements indicated by the Ministry of Education (MEC) for the Pedagogical Project, to the lack of flexibility of most of the curriculum designs in these programs, which are still influenced by the former minimum course curriculum of Language and Arts majors. This demonstrates that most of the curriculum design of these undergraduate programs understands competence as proposed by the PACTE Group and Hurtado Albir (1999, 2005, 2007, 2008, 2015a, 2015b), and that the faculty, despite not being graduated in Translation, have carried out research during their masters and/or doctorate related to Translation Studies. Furthermore, it points to the fact that most of these programs offer literary translation practice as a compulsory course, even when there are no mandatory courses related to literature or literary theory on their curriculum design. Finally, this analysis points to the difficulty of an evaluative analysis regarding the constructive alignment in curriculum design (BIGGS; TANG, 2011) of Translation undergraduate programs. This difficulty is justified by the lack of information on teaching methods, assessment tasks, and learning activities in the classroom, which could be available due to the access to the professor s syllabi along with a survey application in order to verify information. [Source: Author]
 
 
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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