ABSTRACT
This work seeks to show the results of an investigation carried out with translation trainers of practical courses. Using a qualitative-exploratory methodology, with a descriptive bias, the research, divided into two phases, involved 12 Brazilian Translation programs. Starting in 2012, and using unstructured questionnaires, the proposal identified the academic profile of translation trainers of practical courses and their pedagogical routines. In 2017, as a way of continuing the research, and taking into account that teachers modify or stabilize their practices over the years (TARDIF, 2002TARDIF, M. (2002). Saberes docentes e formação profissional. 3ª Ed. Petrópolis: Vozes.; CHARLOT, 2009CHARLOT, B. (2009). A relação com o saber nos meios populares: uma investigação nos liceus profissionais de subúrbio. trad. Cataria Matos. Porto: Livpsic.), the second phase of this study adopted a qualitative-longitudinal methodology (FLORES, 2003FLORES, M. A. (2003). Investigar (com) os professores: reflexões sobre uma pesquisa longitudinal. Perspectiva, Florianópolis, v. 21, nº 2, pp. 391-412.), with the objective of identifying, with the same group of respondents, the modifications they may have incorporated in their classrooms after five years. Based on the collected data, it was possible to confirm the hypothesis that studies that seek to abdicate from the teacher-centered approach, or that are against the subjective and intuitive pedagogy (ARROJO, 1993ARROJO, R. (1993). Tradução, desconstrução e psicanálise. Rio de Janeiro: Imago Editora.; DARIN, 2001DARIN, L. C. M. (2001). Exame crítico do ensino da tradução em nível universitário. Contexturas, nº 5, pp. 59-78.; COLINA, 2003COLINA, S. (2003). Teaching translation: from research to the classroom. Boston: McGraw Hill, 2003. [2015]COLINA, S. (2015). Ensino de tradução: da pesquisa à sala de aula. Diretrizes para professores, trad. Marileide Dias Esqueda, Paula Godoi Arbex, Sandra Aparecida Faria de Almeida, Silvana Maria de Jesus e Stéfano Paschoal. Uberlândia: EDUFU, 2015.; KELLY, 2005; ECHEVERRI, 2008ECHEVERRI, Á. (2008). Énième plaidoyer pour l’innovation dans les cours pratiques de traduction. Préalables à l’innovation? TTR. Montréal. 21 (1), pp. 65-98., 2015ECHEVERRI, Á. (2015). El alumno de traducción centro de la formación: conócete a tí mismo y... Belas Infiéis, v. 4, nº 2, pp. 9-35.; KIRALY, 2016KIRALY, D. (2016). De pressupostos sobre o conhecimento e a aprendizagem à práxis na formação do tradutor, trad. Patrícia Rodrigues Costa. Belas Infiéis, v. 5, nº 1, pp. 227-249.) have had no effect in the translator training classroom.
Keywords:
translation teaching; pedagogical cultures in translation studies; translator trainer
Fonte: a autora