Interpretação vocalizada de Libras para a Língua Portuguesa no contexto educacional

Abstract

This dissertation focuses on the processes of general cognitive mastery and constructions that the Translator and Interpreter of Libras/Portuguese Language (TILSP) carries out during vocalized interpreting in the media context in the educational field. To this end, the aim is to analyze the choices of lexical items from the source language (Libras) to the target language (Portuguese), during a video lesson teaching Libras. The methodological procedure is based on a Case Study (Yin, 2010), using the ELAN (EUDICO Linguistic Annotator) software where data was transcribed and annotations were made on linguistic trails to collect the data. The qualitative research consisted of 3 language tracks, separated into 23 excerpts (EX 1-23) which include the literal transcription of the tracks (a) "Libras Teacher" (PROF.SURDO), (b) "Student" (ESTUDANTE) and (c) "TILSP" (TILSP.VOCAL). The theoretical framework is based on academic research into Translation Studies (TS) (Hurtado Albir, 2006; PACTE, 2000) and Interpreting Studies (IS) (Pöchhacker, 2016; Hurtado Albir; Alves, 2009) correlating with Cognitive Semantics (Fauconnier, 1994; Ferrari, 2020; Lakoff; Johnson, 1980; Silva, 2006), the functionalist approach that dialogues with Cognitive Linguistics (Bybee, 2016, 2020) and research into Linguistic Studies of Libras (Quadros, 2004; Rodrigues, 2013; Pagano, 2002; Pagano; Vasconcellos, 2003; Albres; Lacerda, 2013). The results of the analysis show that the process of interactions between languages can suffer inferences made in the act of vocalized interpretation that result in anticipations, pauses, omissions, misunderstandings and/or additions, reflecting similarities or differences from the source language to the target language