Poetry and literature as a whole have been marginalized and discredited in Portuguese language classes in elementary school. Reading poetry and lyrical literacy are essential for students at this level of basic education to apply and make good use of their knowledge in various social contexts. In addition, working with the poem genre and / or other texts that retake poetic language is very enriching for the student, since with these textual genres in the classroom and at school the student is allowed to reach a substantial level of humanization, awareness and reflection on the culture and legacy of a people, and their own history in the world. The main objective of this initiative was to equip students for lyric literacy by reading poems and poetic language texts. The pedagogical intervention that gave rise to this academic report was held in Class A of the 9th year of elementary school, at the José de Alencar Cardoso State School, located in Aracaju / SE. For this purpose, questionnaires were applied before and during the activities with the corpus, whose purpose was to seek to know what the students knew or did not know and / or what they learned about poetry and poetry. The didactic activities were given dynamically, with silent, oral, expressive, analytical and interpretive readings. The corpus used in this research consisted of two chronicles and three poems. As a theoretical contribution, we are based on Rildo Cosson (2014); Neusa Sorrenti (2013), Octavio Paz (2012); Tzvetan Todorov (2009); Antonie Compagnon (2010 and 2012); Egon Rangel (2003); Antonio Candido (1987); Regina Zilberman (2009), Hélder Pinheiro (2007); Fernando Paixão (1983); Massaud Moisés (2007); Emil Staiger (1977), among other authors. / A poesia e a literatura como um todo têm sido marginalizadas e desprestigiadas nas aulas de língua portuguesa do ensino fundamental. Entretanto, a leitura de poesia e o letramento lírico são essenciais para que o estudante desse nível da educação básica aplique e faça bom uso de seus conhecimentos nos vários contextos sociais. Além disso, o trabalho com o gênero poema e/ou com outros textos que retomem a linguagem poética é bastante enriquecedor para o aluno, uma vez que, com esses gêneros textuais na sala de aula e na escola, permite-se ao estudante alcançar um substancial nível de humanização, sensibilização e reflexão sobre a cultura e legado de um povo, e sua própria história no mundo. O objetivo precípuo desta iniciativa foi instrumentalizar os alunos para o letramento lírico, através da leitura de poemas e textos de linguagem poética. A intervenção pedagógica que deu origem a este relatório acadêmico foi realizada na Turma A do 9º ano do ensino fundamental, da Escola Estadual José de Alencar Cardoso, localizada em Aracaju/SE. Para tanto, foram aplicados questionários, antes e durante as atividades com o corpus, cuja finalidade foi buscar conhecer o que os alunos sabiam ou não sabiam e/ou o que aprenderam acerca de poema e poesia. As atividades didáticas deram-se de forma dinâmica, com leituras silenciosa, oral, expressiva, analítica e interpretativa. O corpus utilizado nesta pesquisa constituiu-se de duas crônicas e três poemas. Como aporte teórico, fundamentamo-nos em Rildo Cosson (2014); Neusa Sorrenti (2013), Octavio Paz (2012); Tzvetan Todorov (2009); Antonie Compagnon (2010 e 2012); Egon Rangel (2003); Antonio Candido (1987); Regina Zilberman (2009), Hélder Pinheiro (2007); Fernando Paixão (1983); Massaud Moisés (2007); Emil Staiger (1977), dentre outros autores. / São Cristóvão, SE

This MA thesis aims at identifying the equivalence of the Russian translations of Sylvia Plath’s poems from the collection “Ariel” (1965) on the basis of the comparative and categorical text analysis. The author studies the peculiarities of manifestation of text categories of theme, chronotope (locality and temporality) and tonality in the original poetic texts as compared to their Russian translations by V. P. Betaki. The identification of categorical markers and their equivalence is proved to be able to define the quantitative degree of translation equivalence to the original. Moreover, the chosen linguistic method contributes to singling out the typological characteristics, which, on their turn, make it possible to describe even more specific divergences between the original and translated texts, as well as the translator’s strategies in general. The results of the research paper can be used as a material for the further categorical method application in the sphere of translation studies. / Настоящая магистерская диссертация посвящена выявлению степени эквивалентности русских переводных вариантов стихотворений из сборника «Ariel» (1965) Сильвии Плат на базе сопоставительно-категориального анализа текстов (СКАТ). В работе рассматривается специфика проявления полевых текстовых категории темы, хронотопа (локальности и темпоральности) и тональности в исходных поэтических текстах на английском языке и их русских переводах, выполненных В. П. Бетаки. Доказано, что вычленение маркеров каждой из указанных категорий и их переводческих соответствий позволяет установить количественный уровень эквивалентности варианта художественного текста оригиналу; более того, выбранный лингвистический метод способствует выявлению типологических черт, на основании которых можно описать более частные расхождения переводных вариантов и общие стратегии переводчика. Результаты данной работы могут быть использованы в качестве материала для дальнейшего применения СКАТ в области переводоведения.

Выпускная квалификационная работа имеет своей целью выявить ключевые характеристики индивидуального стиля поэтического творчества Эмили Дикинсон и особенности их передачи на русском языке. Первая глава посвящена теоретическим основам изучения отражения индивидуального стиля автора в художественном переводе. В главе рассматриваются основные научные подходы к изучению понятия «индивидуальный стиль», выделяются его компоненты, изучается проблема передачи индивидуального стиля в поэтическом переводе, а также перечисляются и описываются методы и методики сравнительного анализа переводов поэтических произведений. Во второй главе рассматривается идиостиль Эмили Дикинсон в русских переводах. В начале представляется методика отбора исследовательского материала, а далее анализируются 3 стихотворения (“The Soul selects her own Society”, “I died for Beauty – but was scarce”, “The Sky is low – the Сlouds are mean”) в оригинале и их переводы на русский язык. В последнем разделе главы также разбираются виды трансформаций оригиналов в переводах, что позволяет обобщить наблюдения о ключевых характеристиках индивидуального стиля Дикинсон и особенностей их передачи на русском языке. / Master's thesis aims to identify the key characteristics of the individual style of Emily Dickinson's poetic work and the features of their transmission in Russian. The first chapter is devoted to the theoretical foundations of studying the reflection of the author's individual style in literary translation. The chapter discusses the main scientific approaches to the study of the concept of "individual style", identifies its components, studies the problem of transferring individual style in poetic translation, and lists and describes methods and techniques for comparative analysis of translations of poetic works. The second chapter deals with the idiostyle of Emily Dickinson in Russian translations. At the beginning, the methodology for selecting research material is presented, and then 3 poems are analyzed (“The Soul selects her own Society”, “I died for Beauty – but was scarce”, “The Sky is low – the Clouds are mean”) in the original and their translations into Russian. The last section of the chapter also analyzes the types of transformations of the originals in translations, which allows to summarize the observations about the key characteristics of Dickinson's individual style and the features of their transmission in Russian.

La presente tesis consta de dos partes principales. En la primera se pretende definir y delimitar el concepto de marcador estructural como herramienta de análisis textual aplicada a la traducción poética. Tras una aproximación a la especificidad del texto poético, y tras repasar las principales aportaciones teóricas a la traducción poética, identificamos los marcadores estructurales con los rasgos estilísticos que marcan el armazón semántico del texto.Posteriormente, se aplica el análisis basado en los marcadores estructurales a 21 poemas de Philip Larkin, seleccionados por temas. El producto práctico de este análisis es la traducción al castellano de cada poema, acompañada de un mapa donde figuran los rasgos que forman la estructura; y el producto teórico una caracterización estilística de la poesía de Larkin, representada en un mapa donde figuran sus principales rasgos estilístico. También se aporta un esbozo de crítica de la traducción basado en dicha herramienta. / This dissertation consists of two parts. The first one is an attempt to define and delimit the concept of structural marker as a tool of text analysis applied to poetic translation. After dealing with the specificity of the poetic text and re-examining the main theories about poetic translation, structural markers are identified with the stylistic features that mark the semantic frame of the text.Afterwards, we apply the analysis based on the structural markers to 21 poems by Philip Larkin, put into groups by themes. The practical outcome of this analysis the translation to Spanish of this poems, accompanied with a map where the main structural features can be seen; and the theoretical outcome is a stylistic characterisation of Larkin's poetry, which we represent in a stylistic map.We also find an outline of translation criticism based in this tool called structural marker.