TRANSLATION TEACHING: PEDAGOGIAL CULTURES

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, 2002; CHARLOT, 2009), the second phase of this study adopted a qualitative-longitudinal methodology (FLORES, 2003), 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, 1993; DARIN, 2001; COLINA, 2003 [2015]; KELLY, 2005; ECHEVERRI, 2008, 2015; KIRALY, 2016) have had no effect in the translator training classroom.