Um estudo sobre a subcompetência estratégica no processo de interpretação Língua Portuguesa - Língua Brasileira de Sinais

• Ano de defesa: 2021
• Autor(a) principal: Cabral, Tayna Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Competência Tradutória; Intérprete de Língua de Sinais; Ensino Superior; Interpretação Simultânea; Translation Competence; Higher education; Simultaneous Interpretation; Sign Language Interpreter; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA; Linguística; Libras (Língua Brasileira de Sinais); Tradução e interpretação; Intérprete para surdos - Ensino superior
• Link de acesso: https://repositorio.ufu.br/handle/123456789/33948; http://doi.org/10.14393/ufu.di.2021.653

We present an exploratory research with the objective of analyzing a translation competence in the interlingual aspect of Tils professionals who work in higher education, specifically seeking to carry out a survey of data on research that has as its central theme the Translation Competence and the work of the Libras interpreter. In addition, we collect materials from the work of Tils, the lexical choices of these professionals and identify those used during the interpretive process. For this, we selected a clipping of an event held in 1 hour and 03 minutes in a Higher Education Institution (IES). Thus, we analyzed the data that were found by three Tils professionals with the help of the ELAN software. Gile (2009) and Leeson (2005) were important guides for analyzing the collected data. The theoretical framework present in the discussion includes the following authors: Napier (2016), who studies languages used in translation and interpretation of languages, Hurtado Albir (2005), who together with the PACTE group (2003) contributes to reflections about teaching and learning translation and interpretation, Meier (2009), which discusses the actions that the modality has on languages. In analyzing the data, we noticed that the use of strategies is very present at the time of interpretation and we identified the use of omissions, additions and substitutions. We note that some factors can cause the use of some strategies, such as: operational problems, message processing problems and “trigger” situations. The results of the analysis indicate that the use of strategies during their performance makes their interpretation more complete and equivalent, however, this use can result in mistakes and loss of content during interpretation.