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Advisor(s)
Abstract(s)
Nas sociedades contemporâneas, nas quais os jovens têm à sua disposição tecnologia
avançada que é educativa e lhes serve para ocupar os tempos livres (telemóveis,
computadores portáteis, internet, Playstation, X-box e Wii), procura-se incentivá-los para a
leitura, não só porque esta contribui para o seu desenvolvimento, ao nível da aquisição de
conhecimentos linguísticos e cognitivos mas também ao nível do desenvolvimento pessoal
e social. Embora tenhamos autores portugueses de literatura infanto-juvenil, existe no
mercado muita literatura traduzida que, por sua vez, também assume um papel decisivo na
formação desta faixa etária e também contribui para promover a interculturalidade porque
através da leitura o jovem poderá conhecer uma cultura diferente da sua.
Por este motivo, o presente projeto centrou-se na temática de tradução de literatura
infanto-juvenil, nomeadamente com o objetivo de descobrir quais os fatores que poderão
influenciar as escolhas do tradutor e que poderão estar na origem da seleção de um texto
para ser traduzido. Refleti sobre as especificidades que distinguem este tipo de texto da
literatura geral, especificamente as características do público-alvo, a comunicação
assimétrica, os intermediários no processo e finalmente as funções que a literatura infanto-
-juvenil poderá desempenhar.
Pretendi investigar a posição que a tradução e a literatura para os mais jovens
ocupam nos sistemas cultural e literário e como estes poderão determinar as estratégias de
tradução adotadas pelo tradutor. Como a tradução de uma obra surge num contexto
sociocultural diferente do da cultura de partida, tentei compreender as exigências da
cultura de chegada que poderão ter influência no processo tradutório. Por fim, tentei saber
qual é o leitor da tradução e refletir brevemente sobre as vozes no texto narrativo
traduzido.
Apresentei um excerto da tradução da obra Are You There, God? It’s Me, Margaret,
da escritora Judy Blume, argumentando a sua importância e mais-valia para o mercado
português da literatura infanto-juvenil, nomeadamente como proposta de leitura extensiva
no âmbito do ensino da educação sexual nas escolas, justificando as opções tradutórias e as
estratégias adotadas na tradução.
In modern societies, where youth have advanced technology at their disposal for educational purposes and also to occupy their leisure time (mobile phones, laptops, the Internet, PlayStation, X-box and Wii), we wish to motivate them to read. Reading not only contributes to their linguistic and cognitive development but it also contributes to their personal and social growth. Although there are Portuguese children’s book authors, there is also much translated literature, which in turn also plays a decisive role in educating this age group, as well as contributing to the promotion of interculturalism because through reading young people can get to know different cultures other than their own. For these reasons, this project focuses on the translation of children’s literature, mainly with the aim of unveiling which factors influence the translator’s choices and can be at the heart of the selection of a text to be translated. I reflected about the characteristics that make this type of literature different from the rest, specifically the characteristics of the target audience, the asymmetrical communication, the intermediaries in the process and finally the functions of children’s books. Another aim was to investigate which position translation and children’s literature occupy in the cultural and literary systems and how they can determine the translation practices adopted by the translator. Since a translation of a book emerges in a different sociocultural context than that of the source culture, I endeavoured to understand the demands of the target culture that can influence the translation process. Finally, I tried to find out who the reader of the translation is and reflect briefly about the voices heard in the translated narrative text. I presented an excerpt of the translation of Judy Blume´s Are You There, God? It’s Me, Margaret and argued that this book could be of value in the Portuguese market of children’s literature, mainly as a recommendation for extensive reading in the scope of sex education in schools. I also presented an analysis and justification of the translation choices and global strategies.
In modern societies, where youth have advanced technology at their disposal for educational purposes and also to occupy their leisure time (mobile phones, laptops, the Internet, PlayStation, X-box and Wii), we wish to motivate them to read. Reading not only contributes to their linguistic and cognitive development but it also contributes to their personal and social growth. Although there are Portuguese children’s book authors, there is also much translated literature, which in turn also plays a decisive role in educating this age group, as well as contributing to the promotion of interculturalism because through reading young people can get to know different cultures other than their own. For these reasons, this project focuses on the translation of children’s literature, mainly with the aim of unveiling which factors influence the translator’s choices and can be at the heart of the selection of a text to be translated. I reflected about the characteristics that make this type of literature different from the rest, specifically the characteristics of the target audience, the asymmetrical communication, the intermediaries in the process and finally the functions of children’s books. Another aim was to investigate which position translation and children’s literature occupy in the cultural and literary systems and how they can determine the translation practices adopted by the translator. Since a translation of a book emerges in a different sociocultural context than that of the source culture, I endeavoured to understand the demands of the target culture that can influence the translation process. Finally, I tried to find out who the reader of the translation is and reflect briefly about the voices heard in the translated narrative text. I presented an excerpt of the translation of Judy Blume´s Are You There, God? It’s Me, Margaret and argued that this book could be of value in the Portuguese market of children’s literature, mainly as a recommendation for extensive reading in the scope of sex education in schools. I also presented an analysis and justification of the translation choices and global strategies.
Description
Keywords
Tradução literária Literatura infanto-juvenil Comunicação assimétrica Interculturalidade Cultura de chegada Voz do tradutor Judy blume Literary translation Children’s literature Asymmetrical communication Interculturalism Target culture The translator’s voice