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Wyświetlanie 1-2 z 2
Tytuł:
La confesión burguesa de Sándor Márai. Lengua, cultura y formación en la vieja Europa
Autorzy:
Torrano, Conrad Vilanou
Powiązania:
https://bibliotekanauki.pl/articles/454138.pdf
Data publikacji:
2018
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Sandor Marai
Europe
modernity
culture
pedagogy
Opis:
This article aims to highlight a key paradox in the life of a Hungarian writer Sándor Márai, who, as a European intellectual, defender of the humanistic continental tradition, was forced to emigrate to the United States. After the Allied victory in 1945, the Americans, as predicted by John Dewey in his autobiography, thought that Europe was to become a simple province of their nation, emerged with the Declaration of Independence of July 4, 1776, which proclaimed the pursuit of happiness as a human right. Since the old Europe, based on culture, civilization, and education disappeared, its foundations had to be restored on an economic basis by the European Coal and SteelCommunity. The new Europe was made possible by the treaty signed by Adenauer and de Gaulle, who, like Márai, were suspicious of the Soviet Union, and its modern and materialistic worldview, which collapsed in 1989 with the fall of the Berlin Wall, nine months after Márai’s deat
Źródło:
Multidisciplinary Journal of School Education; 2018, 13; 33-55
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Natya Shastra: um projeto de tradução
Natya Shastra: A Translation Project
Autorzy:
Pimentel, Janine
Castellano Martínez, José María
Nalewajko, Paulina
Powiązania:
https://bibliotekanauki.pl/chapters/1018419.pdf
Data publikacji:
2020-07-09
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
tradução indireta
artes performáticas
cultura hindu
didática da tradução
Natya Shastra
indirect translation
drama and performance
translation pedagogy
Hindu culture
Opis:
Natya Shastra é um texto muito antigo, originalmente escrito em sânscrito, sobre o teatro, o trabalho do ator, a produção de espetáculo e a dramaturgia clássica da Índia. Teve algumas traduções para o inglês na segunda metade do século XX e uma para o espanhol, em 2013. Por se tratar de um livro importante para a área das artes performáticas, docentes e discentes da Faculdade de Dança e da Faculdade de Letras da Universidade Federal do Rio de Janeiro criaram uma parceria para trazer essa obra para o Brasil. O projeto que apresentamos aqui tem dois grandes objetivos: a tradução propriamente dita e a formação de tradutores. A concretização desses objetivos implica reflexões teóricas e metodológicas importantes que discutimos neste artigo. Por exemplo, a edição da obra que servirá de base para a nossa tradução é a tradução do sânscrito para o inglês realizada por Adya Rangacharya em 1984. Trata-se, portanto, de uma tradução indireta (Dollerup 2000, Washbourne 2013, Rosa et al. 2017). Já do ponto de vista pedagógico, o método de trabalho seguiu a abordagem chamada “aprendizagem por projetos” que tem sido aplicada ao ensino da tradução por vários autores (Kiraly 2005, Galán-Mañas 2013).
Natyasastra is an ancient text, originally written in Sanskrit, about theatre, performance and classic drama in India. It was translated into English in the second half of the 20th century and into Spanish in 2013. Because professors and students at the School of Dance of the Federal University of Rio de Janeiro need to study Natyasastra they have asked professors and students of the Language Department to translate it into Brazilian Portuguese. When the project began, the translation professor and coordinator soon realized that this was not only about producing a translation but also about teaching future translators. Therefore, this paper addresses the theoretical and methodological issues raised so far in the translation/pedagogical project. For example, the English edition, on which the Brazilian translation is based, corresponds to an English translation from Sanskrit published by Adya Rangacharya in 1984, which means that the Brazilian students are producing an indirect translation (a concept discussed in Dollerup 2000, Washbourne 2013, Rosa et al. 2017). From the pedagogical viewpoint, the project’s workflow is based on the approach called “project-based learning” which has been successfully applied to the translation classroom (Kiraly 2005, Galán-Mañas 2013).
Źródło:
La traducción literaria en el contexto de las lenguas ibéricas; 85-101
9788323542841
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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