Pedagogia da tradução baseada em corpus: Associações entre teorias e práticas do ensino do habitus tradutório por meio de corpora
The concept of habitus (Bourdieu, 1980) represents an experience system that works as a matrix of actions and makes possible to perform tasks. By applying this conception in Translation Studies, authors such as Simeoni (1998) suggest the existence of a translational habitus, which contributes to the...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/220734 |
| Acceso en línea: | http://dx.doi.org/10.4025/actascilangcult.v38i4.27920 http://hdl.handle.net/11449/220734 |
| Access Level: | acceso abierto |
| Palabra clave: | Brazilianisms Corpus based translation pedagogy Corpus based translation studies Corpus linguistics Translational habitus |
| Sumario: | The concept of habitus (Bourdieu, 1980) represents an experience system that works as a matrix of actions and makes possible to perform tasks. By applying this conception in Translation Studies, authors such as Simeoni (1998) suggest the existence of a translational habitus, which contributes to the formulation of translation strategies. As part of the Pedagogy related to translation, Díaz Fouces (1999) states that there is a guideline devoted to teaching, which is directed to the recognition of real language use via corpora, so that it can facilitate the systematization of information to serve as a basis for practice. Therefore, our theoretical approach is based on Corpus Linguistics (Berber Sardinha, 2010), Corpus Based Translation Studies (Baker, 1996, 2000) and Corpus Based Translation Pedagogy (Laviosa, 2009; Camargo, 2011). We prepared a proposal for teaching and we organized a corpus composed by the work called Maíra (Ribeiro, 1976) and by its respective translation. We also undertook a reflection on teaching how to translate terms (Barros, 2004) and brazilianisms (Faulstich, 2004), as well as conducted an exercise in translation practice in which students were confronted with a possible assimilation of application of translational habitus. |
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