Denna kandidatuppsats består av en längre översättning i form av en undertextning från nederländska till svenska, samt en kommentar till översättningen. Källtexten utgörs av inslaget De online fabeltjesfuik (ordagrant ’fabelryssjan’) ur det nederländska satiriska nyhetsprogrammet Zondag met Lubach. I kommentarsdelen beskrivs den teoretiska bakgrunden bakom den översättningsprincip och rangordning av översättningsprioriteringar som styrt undertextningsarbetet. Därefter behandlas ett urval av översättningsproblem samt strategierna för att lösa dem, med ett särskilt fokus på kulturella referenser och humor. Det största problemet utgörs dock i slutändan av översättningsformens egna begränsningar när det kommer till tid och utrymme, vilka styr alla andra översättningsval. / This bachelor’s essay consists of a longer translation in the form of Dutch-to-Swedish subtitles, including a section commenting on the translation. The source text is made up of the segment De online fabeltjesfuik (literally ‘the fable fyke’) from the Dutch satirical news show Zondag met Lubach. The comment section describes the theoretical background behind the translation principle and the translation priorities which have guided the subtitling. Then a sample of translation problems along with the strategies used to solve them are presented, focusing on cultural references and humour. The largest issue remains the inherent limitations of subtitling as pertains to time and space, which influence all other translation choices made.

This study investigates indirect translations translated from Bengali source texts to Swedish target texts via English intermediary texts by comparing Pedersen’s (2011) Extralinguistic Cultural References in coupled pairs from all three languages. The purpose of this study is to examine how indirect translations differ from direct translations and to discern whether there are specific translation strategies that translators use when transferring Extralinguistic Cultural References (ECRs) from a third language. The results were analyzed with a perspective based on translation norms, previous research into indirect translation, and the concept of foreignization/domestication in mind. The results show that an indirect translation can be closer to the original source text than the intermediary text it was based on in the first place. This was demonstrated with the Swedish TTs displaying more source-oriented transfer strategies compared to the English ITs, which displayed a higher amount of target-oriented strategies used by the translators. An unexpected finding was noted in the analysis material, namely that misunderstandings or deviations present in the ITs were not necessarily transferred to the TTs, which goes against previous research into indirect translations (cf. Dollerup 2000; Tegelberg 2011; Ringmar 2016). This supports similar results as found in Adler (2016) and Hekkanen (2014). In conclusion, the results suggest that the tendency of high-prestige literature resulting in adequate translations would be stronger than the tendency of indirect translations resulting in acceptable translations in the context of the Swedish target system. The source-oriented strategies in the TTs could also be seen as resistancy to target norms by the translators to create foreignizing translations.

[pt] Este trabalho apresenta uma reflexão sobre uma prática de estimulação através de atividades lúdicas, realizada com grupos de crianças que apresentavam um sintoma de dificuldade de atenção em atividades escolares. A pesquisa teórica teve por finalidade buscar bases para fundamentar o trabalho, considerando-se as referências culturais da atualidade e as influências que o diálogo e a relação de identificação com os profissionais envolvidos proporcionaram a essas crianças. Atenção e a falta dela foram os focos desta pesquisa. / [en] This dissertation presents a reflection on the practice of stimulation through play activities, conducted with groups of children who presented a lack of attention as a common symptom in school activities. The theoretical research aimed to seek bases to support a group work with children, considering the current cultural references and influences that dialogue and relationship identification with the professionals involved have provided to these children. Attention and the lack of it were the focus of this research.

Made available in DSpace on 2014-12-17T15:07:22Z (GMT). No. of bitstreams: 1 AnaGC.pdf: 540481 bytes, checksum: 193518383be508c442825d2a26edcfd9 (MD5) Previous issue date: 2007-03-30 / The purpose of this research is to approach the English literary text from the point of view of the culture and the heterogeneity of discourse in its role as a source of elements that facilitate the teaching/learning process of English as a foreign language. Several instances of discourse heterogeneity are analyzed through cultural references in the original texts of the following English novels: Jane Eyre, by Charlotte Bront? (1816-1855), published in 1847; The Mill on the Floss, by George Eliot (1819-1890), published in 1860 and Great Expectations, by Charles Dickens (1812-1870), published between 1860 and 1861. Theoretical support was sought in Kramsch, Bakhtin, Maingueneau, Authier-Revuz, Widdowson and Larsen-Freeman. Activities in English are proposed in the end whereby it can be seen that the questions at issue can be used extensively in the classroom. / Esta pesquisa busca abordar o texto liter?rio em l?ngua inglesa na perspectiva da cultura e da heterogeneidade discursiva, enquanto fonte de elementos facilitadores do processo ensinoaprendizagem de ingl?s l?ngua estrangeira. A an?lise se dedica ?s diversas ocorr?ncias da heterogeneidade discursiva, atrav?s das refer?ncias culturais, no original em ingl?s dos seguintes romances: Jane Eyre, de Charlotte Bront? (1816-1855), publicado em 1847; The mill on the Floss, de George Eliot (1819-1890), publicado em 1860 e Great expectations, de Charles Dickens (1812-1870), publicado entre 1860 e 1861. O referencial te?rico ap?ia-se em Kramsch, Bakhtin, Maingueneau, Authier-Revuz, Widdowson e Larsen-Freeman. Ao final, propomos atividades em l?ngua inglesa, mostrando que as quest?es apontadas podem ser largamente exploradas em sala de aula.

Abstract Imagery can be one of the difficulties a translator faces. It can be difficult to transfer the same image in a metaphor, simile, metaphorical adjective or a cultural reference to the target text. The aim of this study is to look at what translation strategies can be used for the translation of said imagery. The method is a quantitative analysis of the source text’s imagery types and a qualitative analysis of the translation strategies used. Since the language pair come from the same language family and have a lot of similarities in terms of culture, literal translations, equivalences and, in some cases, adaptions were suspected to be more frequent. The results show that for metaphors, similes and metaphorical adjectives literal translations were the most frequent ones, followed by equivalents carrying the same connotations, for metaphors and adjectives. Adaption, which is perhaps not really translation at all, was frequently used for the cultural references due to the target oriented approach. Omission and neutral explanations were used where the loss of information did not affect the presumed understanding of the target text reader. Transference, transposition and calque were used to some extent but not as frequent as suspected. In conclusion, when two languages are as similar as Swedish and English, a translator can go far by using literal translation or, where applicable, equivalents.

Made available in DSpace on 2016-04-04T18:29:52Z (GMT). No. of bitstreams: 1 Walkyria Mollica do Amarante 1-121.pdf: 23488787 bytes, checksum: 90bebc355b4c4b2ef7d9ad345c7e5bbb (MD5) Previous issue date: 2011-02-16 / The research aimed to observe and analyze these creative strategies in the context of curriculum materials produced for the Indigenous Education in the State of S?o Paulo. The documents consulted were provided by the Center for Indian Education (NIS), linked to the Coordinator of Education and Pedagogical Standards (CENP) of the Ministry of Education of the State of S?o Paulo. We tried to theoretical studies and reflections of researchers and experts from different fields of knowledge related to this topic, supporting arguments, data collection and registration of new information, the standards of the document retrieval quality. Educational materials were produced by teachers observed students in ethnic-Guarani, Kaingang Krenak, Tupi-Guarani and Terena in training courses and training of indigenous teachers in exercising their functions in the village schools of S?o Paulo, promoted by NIS- in partnership with CENP-EDUSP USP. Job steps were divided into four groups or series, according to the characteristics and origins of selected documents: Preliminary Studies (legal subsidies federal and state governments and their offshoots), Study I - Series 1 (discussions on the National Curriculum Reference) Study II - Series 2 (material relating to Indigenous Teaching Course - Level m?dio/MagIN/2003), Study III - Series No. 3 (Course materials resulting from the Higher Education of Indigenous Teachers - FISPI/2005- 2008 TCCs and student-teacher ). The documents consulted confirm the assumptions that creativity is present in Intercultural and Bilingual Education Differentiated / Multul?ngue Indigenous communities in school in Sao Paulo. What can be noticed from the teaching strategies used in the preparation and implementation of instructional materials, using methods such as transdisciplinarity and playfulness of indigenous transmission of wisdom and knowledge exchanges. The creative features most noticeable in the context of the documents were: flexibility, fluency of ideas, innovation, originality, sensitivity, imagination and inspiration, independence of thought and initiatives, analogies, metaphors, and combinations of concepts, motivation and curiosity, impulsiveness and spontaneity; play and relaxation, enhancement of association of ideas and knowledge. Field work does not end with this research, it offers numerous opportunities for further and search for new answers. The model was produced a brochure-book, "Creative strategies in Indigenous Education" offered to the NIS of the Secretariat of Education of S?o Paulo for evaluation studies of the distribution and socialization opportunities for indigenous communities. / A pesquisa objetivou observar e analisar estrat?gias criativas presentes no contexto do material curricular produzido para a Educa??o Escolar Ind?gena no Estado de S?o Paulo. Os documentos consultados foram disponibilizados pelo N?cleo de Educa??o Ind?gena (NEI), ligado ? Coordenadoria de Ensino e Normas Pedag?gicas (CENP) da Secretaria da Educa??o do Estado de S?o Paulo. Buscou-se embasamento te?rico em reflex?es e estudos de pesquisadores e especialistas de diferentes campos de conhecimentos relacionados com a tem?tica proposta, para suporte de discuss?es, coleta dados e registro de novas informa??es, nos padr?es de uma pesquisa documental qualitativa. Os materiais did?ticos observados foram produzidos por professores-alunos das etnias Guarani, Kaingang, Krenak, Terenas e Tupi-Guarani nos cursos de capacita??o e forma??o de professores ind?genas, no exerc?cio de suas fun??es nas escolas das aldeias de S?o Paulo, promovidos pelo NEI-CENP em parceria com a EDUSP-USP. As etapas de trabalho foram divididas em quatro blocos ou s?ries, de acordo com as caracter?sticas e origens dos documentos selecionados: Estudos Preliminares (subs?dios legais federais e estaduais e seus desdobramentos), Estudo I S?rie n?1 (discuss?es sobre o Referencial Curricular Nacional), Estudo II S?rie n?2 (materiais referentes ao Curso de Magist?rio Ind?gena n?vel m?dio/MagI&/2003), Estudo III S?rie n?3 (materiais resultantes do Curso de Forma??o Superior de Professores Ind?genas FISPI/2005-2008 e TCCs dos professores-alunos). Os documentos consultados confirmam os pressupostos de que a criatividade est? presente na Educa??o Diferenciada Intercultural e Bil?ngue/Multul?ngue Ind?gena, nas comunidades escolares em S?o Paulo. O que pode ser notado a partir das estrat?gias pedag?gicas utilizadas na elabora??o e aplica??o dos materiais did?ticos, usando a transdisciplinariedade e a ludicidade como metodologias de transmiss?o de sabedorias ind?genas e conhecimentos interculturais. As caracter?sticas criativas mais notadas no contexto dos documentos avaliados foram: flexibilidade; flu?ncia de id?ias; inova??o; originalidade; sensibilidade; inspira??o e fantasia; independ?ncia de pensamento e iniciativas; analogias, met?foras e combina??es de conceitos; motiva??o e curiosidade; impulsividade e espontaneidade; brincadeiras e descontra??o; aprimoramento de id?ias e associa??o de saberes. O campo de trabalho n?o se esgota com esta pesquisa, pois oferece in?meras possibilidades de continua??o e busca de novas respostas. Foi produzido o modelo de um folheto-cartilha, Estrat?gias criativas na Educa??o Ind?gena , oferecido ao NEI da Secretaria da Educa??o de S?o Paulo para avalia??o, estudos das possibilidades de divulga??o e socializa??o para as comunidades ind?genas.

Denna uppsats utgörs av en kommenterad svensk översättning av den japanska novellen Wasureenu hitobito (1898) av Kunikida Doppo (1871–1908) genom en osedvanligt källtextnära översättningsprincip. I medföljande översättningskommentar redogörs för metoderna som använts för att återge vissa kulturella och stilistiska egenheter från källtexten både i den svenska måltexten och i en tidigare engelsk av Jay Rubin, samtidigt som graden av förfrämligande och domesticering i respektive översättning uppskattas. Resultaten visar tydligt på en högre grad av förfrämligande metoder i den svenska måltexten och av domesticerande metoder i den engelska. I den avslutande diskussionen om den svenska måltextens förmodade läsbarhet uppskattas att denna i viss mån har påverkats negativt som en direkt följd av den osedvanliga källtextnärheten. / This paper consists of a commented Swedish translation of the Japanese short story Wasureenu hitobito (1898) by Kunikida Doppo (1871–1908) using a translation principle unusually close to the source text. In the accompanying commentary, the methods used in conveying certain cultural and stylistic features from the source text, both in the Swedish target text and in an earlier English one by Jay Rubin, are presented, while the level of foreignisation and domestication in the respective target text is evaluated. The results clearly show a higher degree of foreignising methods in the Swedish target text, and of domesticating methods in the English one. In the final discussion concerning the assumed readability of the Swedish target text, it is estimated that this has been affected somewhat negatively as a direct consequence of the unusual closeness to the source text.