The relationship between fandoms and religion has become an increasingly popular topic to study within the field of the sociology of religion. In previous studies, there have been different views concerning whether or not fandoms should be regarded as religious from a functional perspective. This issue is especially interesting considering the decreasing popularity of traditional religion in some aspects.   The aim of this essay is to study how Harry Potter fandoms are described in previous studies. The study aims at discerning both the empirical data and how the data is interpreted. The material in this study consists of three previous studies about the communities centered around Harry Potter fandoms. These studies were analyzed in relation to Meredith B. McGuire´s (2002) concept “cultic stance” and Matt Hills (2002) concept “neoreligiosity”.  The studies were analyzed through a hermeneutical text analysis. According to the results, the Harry Potter fandoms examined in the previous studies somewhat relate to both abovementioned theories. The cultic stance was applicable when the fans described a desire for some kind of god or supernatural power. The neoreligiosity was applicable when the fans described their fandom with religious language. The previous studies in my material describe fandoms from different perspectives. The analyses of the previous studies which resulted in that the concepts fit differently on the different previous studies.

nÃo hà / Com repercussÃo inegÃvel, os livros de Harry Potter foram publicados entre os anos de 1997 e 2007, somando sete tÃtulos. Embora um dos maiores fenÃmenos literÃrios do inÃcio do sÃculo XXI, a sÃrie nÃo tem sido amplamente contemplada pela comunidade acadÃmica por se tratar de um best-seller direcionado ao pÃblico infanto-juvenil. Mesmo assim, poucas questÃes acadÃmicas vÃo surgindo timidamente, como os problemas tradutÃrios, uma vez que a obra conta com um lÃxico diferenciado, uma histÃria complexa e possui uma extensÃo nada comum aos livros do gÃnero. Os estudos de nomes prÃprios, conhecido como OnomÃstica, configuram um grupo especÃfico, pois em muitos deles a autora utiliza-se de jogos de palavras e significados implÃcitos que podem vir a passar despercebidos dependendo do procedimento tradutÃrio. Por conta de todo o sucesso e nÃmeros expressivos, a obra representa um epicentro em um emaranhado de traduÃÃes. Entre tantas versÃes, o primeiro tÃtulo, Harry Potter and the Philosopherâs Stone (1997), foi traduzido para o grego antigo em 2004 pelo professor britÃnico de estudos clÃssicos Andrew Wilson. O objetivo do presente trabalho à comparar e analisar a traduÃÃo dos nomes prÃprios da referida traduÃÃo a partir da montagem de uma lista com os nomes prÃprios em inglÃs e em grego antigo, dividindo-os em categorias, observando o procedimento tradutÃrio, os caminhos escolhidos pelo tradutor. Sendo assim, caracteriza-se em uma pesquisa descritiva, baseada no mÃtodo de Lambert e Van Gorp (1985). A hipÃtese inicial à que muitos desses nomes, principalmente os criados pela autora, foram apenas transliterados, por conta da facilitaÃÃo em apenas transpor do alfabeto latino para o grego. Para a montagem da lista, a obra em inglÃs, considerada neste trabalho como texto fonte, foi lida destacando todos os nomes por ordem dos capÃtulos. Ao final da primeira etapa, o mesmo processo foi feito com a ediÃÃo em grego antigo. Com a lista finalizada, foram escolhidas categorias dos nomes, como personagens, lugares, objetos, entre outros. A segunda etapa do trabalho consistiu em compilar os procedimentos tradutÃrios. Com tudo considerado, a anÃlise pÃde ser iniciada, mostrando resultados como quais procedimentos tinham sido mais utilizados pelo tradutor. Conclui-se, entÃo, que o tradutor tomou caminhos que aproximavam o texto do leitor, como a aproximaÃÃo acÃstica, refutando a hipÃtese inicial do uso da transliteraÃÃo. Desta forma, ele mostrou demasiada criatividade nas suas escolhas, tornando o texto fluido. / Com repercussÃo inegÃvel, os livros de Harry Potter foram publicados entre os anos de 1997 e 2007, somando sete tÃtulos. Embora um dos maiores fenÃmenos literÃrios do inÃcio do sÃculo XXI, a sÃrie nÃo tem sido amplamente contemplada pela comunidade acadÃmica por se tratar de um best-seller direcionado ao pÃblico infanto-juvenil. Mesmo assim, poucas questÃes acadÃmicas vÃo surgindo timidamente, como os problemas tradutÃrios, uma vez que a obra conta com um lÃxico diferenciado, uma histÃria complexa e possui uma extensÃo nada comum aos livros do gÃnero. Os estudos de nomes prÃprios, conhecido como OnomÃstica, configuram um grupo especÃfico, pois em muitos deles a autora utiliza-se de jogos de palavras e significados implÃcitos que podem vir a passar despercebidos dependendo do procedimento tradutÃrio. Por conta de todo o sucesso e nÃmeros expressivos, a obra representa um epicentro em um emaranhado de traduÃÃes. Entre tantas versÃes, o primeiro tÃtulo, Harry Potter and the Philosopherâs Stone (1997), foi traduzido para o grego antigo em 2004 pelo professor britÃnico de estudos clÃssicos Andrew Wilson. O objetivo do presente trabalho à comparar e analisar a traduÃÃo dos nomes prÃprios da referida traduÃÃo a partir da montagem de uma lista com os nomes prÃprios em inglÃs e em grego antigo, dividindo-os em categorias, observando o procedimento tradutÃrio, os caminhos escolhidos pelo tradutor. Sendo assim, caracteriza-se em uma pesquisa descritiva, baseada no mÃtodo de Lambert e Van Gorp (1985). A hipÃtese inicial à que muitos desses nomes, principalmente os criados pela autora, foram apenas transliterados, por conta da facilitaÃÃo em apenas transpor do alfabeto latino para o grego. Para a montagem da lista, a obra em inglÃs, considerada neste trabalho como texto fonte, foi lida destacando todos os nomes por ordem dos capÃtulos. Ao final da primeira etapa, o mesmo processo foi feito com a ediÃÃo em grego antigo. Com a lista finalizada, foram escolhidas categorias dos nomes, como personagens, lugares, objetos, entre outros. A segunda etapa do trabalho consistiu em compilar os procedimentos tradutÃrios. Com tudo considerado, a anÃlise pÃde ser iniciada, mostrando resultados como quais procedimentos tinham sido mais utilizados pelo tradutor. Conclui-se, entÃo, que o tradutor tomou caminhos que aproximavam o texto do leitor, como a aproximaÃÃo acÃstica, refutando a hipÃtese inicial do uso da transliteraÃÃo. Desta forma, ele mostrou demasiada criatividade nas suas escolhas, tornando o texto fluido. / With undeniable repercussion, the Harry Potter books were published between the years of 1997 and 2007, totaling seven titles. Although one of the largest literary phenomenon in the beginning of the XXI century, the series tend not to be given proper look by the academic community because it is a best-seller classified as childrenâs literature. Even though, few academic questions rise timidly, such as translation issues, since the books have different lexicon, complex plot, and not common extension for this genre. The study of proper names, known as Onomastics, are part of a specific group, once many of them are puns or have implicit meaning which may go underway depending on the translation procedure. Due to success and expressive numbers, the books are the epicentre in a web of translations. Among so many versions, the first book, Harry Potter and the Philosopherâs Stone (1997), was translated into Ancient Greek in 2004 by British Classical Studies Professor Andrew Wilson. Therefore, the goal in this present study is to compare and analyze the translation of proper names on the mentioned translation through the creation of a list of proper names in English and Ancient Greek, splitting them into categories, observing the translation procedures, the paths chosen by the translator. This way, it is characterized as a descriptive study, based upon Lambertâs and Van Gorpâs method (1985). Initial hypothesis is that these names, especially the ones created by the author, were just transliterated, because it seems easier just to go from the Latin alphabet to the Greek one. To set the list, the book in English, seen here as source text, was read highlighting all proper names by chapter order. By the end of the first stage, the same process was made with the Ancient Greek edition. With the list set, categories of names had to be chosen, such as characters, places, objects, among others. The second stage consisted on setting the translational procedures. With all considered, analysis could be initiated, showing results like which procedures had been used most by the translator. It is concluded then that the translator chose paths like approximating the text to the reader, such as using acoustic approximation, disproving initial hypothesis about the use of transliteration. This way, he showed undue creativity by his choices by making a flowing text. / With undeniable repercussion, the Harry Potter books were published between the years of 1997 and 2007, totaling seven titles. Although one of the largest literary phenomenon in the beginning of the XXI century, the series tend not to be given proper look by the academic community because it is a best-seller classified as childrenâs literature. Even though, few academic questions rise timidly, such as translation issues, since the books have different lexicon, complex plot, and not common extension for this genre. The study of proper names, known as Onomastics, are part of a specific group, once many of them are puns or have implicit meaning which may go underway depending on the translation procedure. Due to success and expressive numbers, the books are the epicentre in a web of translations. Among so many versions, the first book, Harry Potter and the Philosopherâs Stone (1997), was translated into Ancient Greek in 2004 by British Classical Studies Professor Andrew Wilson. Therefore, the goal in this present study is to compare and analyze the translation of proper names on the mentioned translation through the creation of a list of proper names in English and Ancient Greek, splitting them into categories, observing the translation procedures, the paths chosen by the translator. This way, it is characterized as a descriptive study, based upon Lambertâs and Van Gorpâs method (1985). Initial hypothesis is that these names, especially the ones created by the author, were just transliterated, because it seems easier just to go from the Latin alphabet to the Greek one. To set the list, the book in English, seen here as source text, was read highlighting all proper names by chapter order. By the end of the first stage, the same process was made with the Ancient Greek edition. With the list set, categories of names had to be chosen, such as characters, places, objects, among others. The second stage consisted on setting the translational procedures. With all considered, analysis could be initiated, showing results like which procedures had been used most by the translator. It is concluded then that the translator chose paths like approximating the text to the reader, such as using acoustic approximation, disproving initial hypothesis about the use of transliteration. This way, he showed undue creativity by his choices by making a flowing text.

Long after being bullied, many individuals find it difficult to leave their bullying experiences behind and have difficulty confidently move forward with their lives. Memories of being bullied often remain as an agitation that detracts from personal happiness and wellbeing. This study included 10 female and three male undergraduate students who reported experiencing mild to moderate bulling during childhood. Participants were self-proclaimed Harry Potter fans. All participants reported previously reading the entire Harry Potter book series. As a reframing strategy to address past bullying experiences, this research utilized bibliotherapy in addition to scriptotherapy. Participants selected one chapter from the Harry Potter series, one that they were already familiar with and that included bullying situations. They rewrote the chapter, inserting themselves as a character into the story with the original characters. In re-writing the chapter, participants built and maintained constructive peer relationships with familiar characters in the Harry Potter series. They inserted themselves into their selected chapter as standing up against the story’s characters who were portrayed as bullies. Based on feedback from participant interviews, individuals reported that the writing experience supported them in reframing their painful memories of bullying. They perceived themselves in a proactive position, and thus perceived the experience in a more positive light. In turn, this experience of reframing their personal story supported them in mitigating the unsettling and painful memories of bullying that they experienced during adolescence. Based on the participants’ feedback, recommendations are made for mental health professionals to more effectively intervene with youth who experience bullying. The combined strategies of bibliotherapy and scriptotherapy support individuals’ reframing of their past bullying experiences. Although this research was conducted with youth who were Harry Potter fans, youth who struggle with other challenges may also benefit from a combination of bibliotherapy and scriptotherapy. When youth identify with characters in children’s literature, this relationship with fictional characters may form the foundation for reframing and rethinking past challenges. Youth who enjoy writing and expressing themselves in creative ways may be especially open to scriptotherapy.

In American society, it is assumed that a person who identifies as nonreligious does not participate in activities often associated with religion. In my thesis I will argue that this assumption is false. Over the last 30 years the number of Americans who identify as nonreligious has increased by 200 percent. Yet at the same time, there have appeared numerous new “spiritual technologies” that nonreligious people can participate in, without having to engage in an established religious tradition. The podcast Harry Potter and the Sacred Text exemplifies this phenomenon by asking, “what if we read the books we love as if they were sacred texts?” I will argue that the podcast treats the Harry Potter series as a sacred text primarily by appropriating religious practices from Christianity and Judaism into “spiritual technologies.” An exploration of American Protestantism’s influence on American culture will situation the podcast within its general cultural context. Using comparative analysis, this thesis will explore how the podcast turns traditional religious practices into nonreligious spiritual technologies.

No description available.

Os aspectos próprios aos processos de formação pessoal acontecem, também, em âmbito escolar, entretanto, são mobilizados por instâncias que extrapolam as práticas educativas institucionalizadas. Fundamentados em uma reflexão filosófica sobre as distintas concepções pedagógicas que se articulam em torno de diferentes compreensões da condição humana, procuramos, dessa maneira, articular a função da arte na formulação de conhecimentos aos saberes adquiridos por meio da experimentação do mito. Para tanto, valemo-nos de uma abordagem antropológica do imaginário e seus processos criativos, inspirada no pensamento de Gilbert Durand, cuja configuração nos apresenta os símbolos como uma estrutura sintética, intermediadora das pulsões subjetivas e intimações cósmico sociais, operantes na apreensão criativa de uma determinada realidade, revelando o desenrolar dos trajetos formativos enraizados nos campos da cultura e evidenciando o potencial pedagógico das narrativas ficcionais. Dessa maneira, focalizando os elementos sensíveis envolvidos na prática da educação, concebida em sua realização estética, como propõe Duarte Júnior, elaboramos uma leitura mitohermenêutica de Harry Potter, isto é, uma interpretação dos símbolos dinamizados pela trama mitológica. Este método de leitura foi adotado a fim de darmos forma ao imaginário constituído em torno da saga, delinear uma de suas possíveis significações simbólicas e apontar, junto ao percurso do herói, as transformações existenciais que acompanham a passagem da vivência egocentrada à experiência comunitária. / The typical aspects of a personal make-up in progress also occur in the school setting, however, are mobilized by instances that go beyond the institutionalized educational practices. Grounded in a philosophical reflection on the different pedagogical concepts that are articulated around different understandings of the human condition, we seek in this way to articulate the role of art in the formulation of knowledge to wisdom acquired through experimentation myth. For this, we make use of an anthropological approach to the creative imagination and their creative processes, inspired by the thought of Gilbert Durand, whose configuration presents the symbols as a synthetic carrier, mediator of subjective social instincts and cosmic orders, operative in the apprehension of a reality, revealing the development of formative paths rooted in the fields of culture and highlighting the pedagogical potential of fictional narratives. Thus, focusing on the sensitive elements involved in the practice of education, conceived in its aesthetic accomplishment, as proposed by Duarte, Jr., developed a mitohermenêutica reading on Harry Potter, that is, an interpretation of the mythological symbols streamlined plot. This reading method was adopted in order to give way to the imaginary constituted around the exploit, an outline of their possible symbolic meanings and pointing along the path of the hero, the existential transformations that accompany the transition from self-centered to community living experience.

Os aspectos próprios aos processos de formação pessoal acontecem, também, em âmbito escolar, entretanto, são mobilizados por instâncias que extrapolam as práticas educativas institucionalizadas. Fundamentados em uma reflexão filosófica sobre as distintas concepções pedagógicas que se articulam em torno de diferentes compreensões da condição humana, procuramos, dessa maneira, articular a função da arte na formulação de conhecimentos aos saberes adquiridos por meio da experimentação do mito. Para tanto, valemo-nos de uma abordagem antropológica do imaginário e seus processos criativos, inspirada no pensamento de Gilbert Durand, cuja configuração nos apresenta os símbolos como uma estrutura sintética, intermediadora das pulsões subjetivas e intimações cósmico sociais, operantes na apreensão criativa de uma determinada realidade, revelando o desenrolar dos trajetos formativos enraizados nos campos da cultura e evidenciando o potencial pedagógico das narrativas ficcionais. Dessa maneira, focalizando os elementos sensíveis envolvidos na prática da educação, concebida em sua realização estética, como propõe Duarte Júnior, elaboramos uma leitura mitohermenêutica de Harry Potter, isto é, uma interpretação dos símbolos dinamizados pela trama mitológica. Este método de leitura foi adotado a fim de darmos forma ao imaginário constituído em torno da saga, delinear uma de suas possíveis significações simbólicas e apontar, junto ao percurso do herói, as transformações existenciais que acompanham a passagem da vivência egocentrada à experiência comunitária. / The typical aspects of a personal make-up in progress also occur in the school setting, however, are mobilized by instances that go beyond the institutionalized educational practices. Grounded in a philosophical reflection on the different pedagogical concepts that are articulated around different understandings of the human condition, we seek in this way to articulate the role of art in the formulation of knowledge to wisdom acquired through experimentation myth. For this, we make use of an anthropological approach to the creative imagination and their creative processes, inspired by the thought of Gilbert Durand, whose configuration presents the symbols as a synthetic carrier, mediator of subjective social instincts and cosmic orders, operative in the apprehension of a reality, revealing the development of formative paths rooted in the fields of culture and highlighting the pedagogical potential of fictional narratives. Thus, focusing on the sensitive elements involved in the practice of education, conceived in its aesthetic accomplishment, as proposed by Duarte, Jr., developed a mitohermenêutica reading on Harry Potter, that is, an interpretation of the mythological symbols streamlined plot. This reading method was adopted in order to give way to the imaginary constituted around the exploit, an outline of their possible symbolic meanings and pointing along the path of the hero, the existential transformations that accompany the transition from self-centered to community living experience.

No description available.

Harry Potter, succès d’édition sans précédent, est une œuvre hybride et intertextuelle, héritière de nombreuses traditions littéraires. A l’influence des genres de l’imaginaire s’ajoute celle du roman scolaire, du récit de mystère ou d’aventures et celle du texte initiatique. De cette intergénéricité naît un univers riche, foisonnant de trouvailles dont l’écrit et ses instruments proposent de multiples exemples. L’auteure met ainsi en place moult jeux d’imitation et de détournement autour de scènes de lecture et d’écriture, reflétant la richesse de ses romans. Elle propose en outre à son lecteur, par une écriture ludique et manipulatrice, de nombreux jeux, sollicitant tantôt son esprit de déduction et sa mémoire, tantôt sa culture littéraire. Elle multiplie en effet les clins d’œil et références à d’autres œuvres dans son texte dont la lecture peut se faire à plusieurs niveaux. Fidèle à la tradition du cycle en littérature, la romancière a prolongé son univers de fiction dans de nouveaux écrits, dans une logique de pratique transfictionnelle. A l’initiative de l’écrivain ou de ses lecteurs qui se sont pris au jeu, le monde de Harry Potter s’est déployé sur d’autres médias, dans une suite de réécritures à ce jour ininterrompue, faisant de ces textes une fiction transmédiatique. Cette thèse s’articule autour des trois grands axes évoqués, à savoir la place et le rôle de l’écrit dans les Harry Potter puis la relation qui se noue entre la romancière et son lecteur grâce à ses jeux d’écriture et ensuite aux très nombreuses réécritures du cycle. / The Harry Potter books are the inheritors of several literary traditions. Both intergeneric and intertextual, they do not only belong to the category of non-realistic genres but also to the traditions of school fiction, mystery or adventure novels and initiation stories. This hybridity results in the creation of a very rich universe, teeming with inventions; all sorts of texts and writing tools are representative of this creativity. J. K. Rowling both imitates and distorts her sources, in scenes in which writing and reading play an important part. Besides, thanks to a playful and manipulative style, she invites her readers to play with their sense of deduction and memory and their literary culture. Indeed, she refers to many works of fiction and thus, proposes different ways of reading and understanding her stories. As is the case with most literary cycles, she has expanded on her fictional world in new texts, pieces of what is now called “trans-fictional” writing. J. K. Rowling and her readers also have developed the Harry Potter world, rewritten it and transferred it to new media, turning this literary work into transmedia fiction. This study focuses on the three main points mentioned, that is to say first on the part played by reading and writing in the Harry Potter books, then on the relation between the writer and her readers through her writing and on the many different ways in which the novels have been and still are being rewritten.

BEZERRA, João Alfredo Ramos.Hareios Poter: um estudo descritivo sobre a tradução dos nomes próprios de Harry Potter and the Philosopher’s Stone para o grego antigo. 2017. 108f. - Dissertação (Mestrado) - Universidade Federal do Ceará, Programa de Pós-graduação em Estudos da Tradução, Fortaleza (CE), 2017. / Submitted by Programa de Pós-graduação em Estudos da Tradução (poet@ufc.br) on 2017-11-16T13:59:50Z No. of bitstreams: 1 2017_dis_jarbezerra.pdf: 1536898 bytes, checksum: 8415736b3f9ed7d25e7fdf5ac3bbea31 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-11-20T17:31:58Z (GMT) No. of bitstreams: 1 2017_dis_jarbezerra.pdf: 1536898 bytes, checksum: 8415736b3f9ed7d25e7fdf5ac3bbea31 (MD5) / Made available in DSpace on 2017-11-20T17:31:58Z (GMT). No. of bitstreams: 1 2017_dis_jarbezerra.pdf: 1536898 bytes, checksum: 8415736b3f9ed7d25e7fdf5ac3bbea31 (MD5) Previous issue date: 2017 / With undeniable repercussion, the Harry Potter books were published between the years of 1997 and 2007, totaling seven titles. Although one of the largest literary phenomenon in the beginning of the XXI century, the series tend not to be given proper look by the academic community because it is a best-seller classified as children’s literature. Even though, few academic questions rise timidly, such as translation issues, since the books have different lexicon, complex plot, and not common extension for this genre. The study of proper names, known as Onomastics, are part of a specific group, once many of them are puns or have implicit meaning which may go underway depending on the translation procedure. Due to success and expressive numbers, the books are the epicentre in a web of translations. Among so many versions, the first book, Harry Potter and the Philosopher’s Stone (1997), was translated into Ancient Greek in 2004 by British Classical Studies Professor Andrew Wilson. Therefore, the goal in this present study is to compare and analyze the translation of proper names on the mentioned translation through the creation of a list of proper names in English and Ancient Greek, splitting them into categories, observing the translation procedures, the paths chosen by the translator. This way, it is characterized as a descriptive study, based upon Lambert’s and Van Gorp’s method (1985). Initial hypothesis is that these names, especially the ones created by the author, were just transliterated, because it seems easier just to go from the Latin alphabet to the Greek one. To set the list, the book in English, seen here as source text, was read highlighting all proper names by chapter order. By the end of the first stage, the same process was made with the Ancient Greek edition. With the list set, categories of names had to be chosen, such as characters, places, objects, among others. The second stage consisted on setting the translational procedures. With all considered, analysis could be initiated, showing results like which procedures had been used most by the translator. It is concluded then that the translator chose paths like approximating the text to the reader, such as using acoustic approximation, disproving initial hypothesis about the use of transliteration. This way, he showed undue creativity by his choices by making a flowing text. / Com repercussão inegável, os livros de Harry Potter foram publicados entre os anos de 1997 e 2007, somando sete títulos. Embora um dos maiores fenômenos literários do início do século XXI, a série não tem sido amplamente contemplada pela comunidade acadêmica por se tratar de um best-seller direcionado ao público infanto-juvenil. Mesmo assim, poucas questões acadêmicas vão surgindo timidamente, como os problemas tradutórios, uma vez que a obra conta com um léxico diferenciado, uma história complexa e possui uma extensão nada comum aos livros do gênero. Os estudos de nomes próprios, conhecido como Onomástica, configuram um grupo específico, pois em muitos deles a autora utiliza-se de jogos de palavras e significados implícitos que podem vir a passar despercebidos dependendo do procedimento tradutório. Por conta de todo o sucesso e números expressivos, a obra representa um epicentro em um emaranhado de traduções. Entre tantas versões, o primeiro título, Harry Potter and the Philosopher’s Stone (1997), foi traduzido para o grego antigo em 2004 pelo professor britânico de estudos clássicos Andrew Wilson. O objetivo do presente trabalho é comparar e analisar a tradução dos nomes próprios da referida tradução a partir da montagem de uma lista com os nomes próprios em inglês e em grego antigo, dividindo-os em categorias, observando o procedimento tradutório, os caminhos escolhidos pelo tradutor. Sendo assim, caracteriza-se em uma pesquisa descritiva, baseada no método de Lambert e Van Gorp (1985). A hipótese inicial é que muitos desses nomes, principalmente os criados pela autora, foram apenas transliterados, por conta da facilitação em apenas transpor do alfabeto latino para o grego. Para a montagem da lista, a obra em inglês, considerada neste trabalho como texto fonte, foi lida destacando todos os nomes por ordem dos capítulos. Ao final da primeira etapa, o mesmo processo foi feito com a edição em grego antigo. Com a lista finalizada, foram escolhidas categorias dos nomes, como personagens, lugares, objetos, entre outros. A segunda etapa do trabalho consistiu em compilar os procedimentos tradutórios. Com tudo considerado, a análise pôde ser iniciada, mostrando resultados como quais procedimentos tinham sido mais utilizados pelo tradutor. Conclui-se, então, que o tradutor tomou caminhos que aproximavam o texto do leitor, como a aproximação acústica, refutando a hipótese inicial do uso da transliteração. Desta forma, ele mostrou demasiada criatividade nas suas escolhas, tornando o texto fluido.