La traduction bénévole et collaborative, sous ses diverses formes telles que l’initiative Wikipedia, croît de jour en jour et requiert d’être encadrée pour garantir un contrôle de qualité. Et pourtant, la traduction non professionnelle est un domaine encore peu exploré. Dans le milieu de la traduction professionnelle, des critères assez sévères existent en ce qui concerne la formation et l’expérience du traducteur, l’assurance-qualité, les délais, et les droits d’auteur. Néanmoins, dans le cadre de la traduction qui implique la collaboration en ligne et des centaines de traducteurs (souvent bénévoles), ces aspects sont nettement plus flous. Ce projet de recherche aborde la question centrale de l’assurance qualité au sein des équipes de traducteurs non professionnels. Cela se fait sous l’angle de la recherche-action effectuée dans le secteur sans but lucratif, précisément avec le groupe des Traducteurs du Roi que j’ai formé en 2011 pour combler le manque de documentation en français au sein de notre confession religieuse. Il me semblait que nous ne pouvions simplement appliquer à notre équipe les normes et méthodes de la traduction professionnelle pour assurer la qualité. La nature de la traduction non professionnelle exige une approche personnalisée. J’ai décidé d’effectuer des recherches à l’intérieur des Traducteurs du Roi pour élaborer un système d’assurance qualité conçu spécifiquement pour la traduction non professionnelle. En adaptant des modèles professionnels au contexte non professionnel, j’ai été en mesure de créer un processus approprié de sélection des traducteurs, un processus global de révision des traductions et un processus ciblé de formation des traducteurs. Les critères de sélection comprennent les compétences et les traits de caractère qui favorisent la réussite au sein du système d’assurance qualité. Des processus spécifiques de révision sont jumelés aux niveaux de qualité souhaités en fonction de l’objet des documents. La composante de formation se concentre sur les changements de paradigmes encapsulés dans un ensemble de meilleures pratiques pour les traducteurs non professionnels. Ces trois éléments, la sélection, la révision et la formation, se complètent dans un système efficace d’assurance qualité. D’autres équipes de traducteurs non professionnels peuvent intégrer ce système, puisqu’il est spécifiquement adapté aux défis de travailler avec des traducteurs bénévoles et n’est pas spécifique à certaines langues. Mon projet apporte une importante contribution à la traductologie, premièrement en valorisant le domaine de la traduction non professionnelle et en soulignant le besoin d’une approche différente de celle de la traduction professionnelle. Je démontre que l’assurance qualité est possible au sein d’un groupe de traducteurs non professionnels et fournit un système efficace pour y arriver. Plus largement, mes recherches visent à sensibiliser les traductologues à deux idées importantes. D'abord, l'apparition inévitable de nouvelles pratiques de traduction différentes des pratiques traditionnelles, pratiques qu'il conviendra de prendre de plus en plus en compte et dont les leçons pourront être tirées. En outre, les chercheurs pourraient s’efforcer davantage d'assurer que les concepts, les normes et le métalangage de la traductologie soient compréhensibles et applicables dans des contextes non traditionnels. / Volunteer and collaborative translation in diverse forms, such as the Wikipedia initiative, is growing daily and needs direction in order to guarantee quality. And yet, non-professional translation is a field that remains largely unexplored. In the realm of professional translation, there are strict criteria related to translator training and experience, quality assurance, deadlines, and copyrights. However, in a context that involves online collaboration and hundreds of translators (often volunteers), these aspects are much less defined. This research project addresses the crucial issue of quality assurance within non-professional translation teams. This is done through the lens of action research carried out in the non-profit sector, specifically with a group called The King’s Translators which I formed in November 2011 to meet the need for French resources within our church denomination. It was apparent to me that we could not simply apply professional translation norms and methods within our team in order to ensure quality. The nature of non-professional translation requires a customized approach. I decided to conduct research from within The King’s Translators to develop a quality assurance system designed specifically for non-professional translation. By adapting professional models to the non-professional environment, I was able to create processes for appropriate translator selection, comprehensive translation revision/editing, and focused translator training. The criteria for translator selection include skills and character traits that enable a team member to succeed within the quality assurance system. Specific translation revision/editing processes are matched to desired quality levels based on the purpose of the translated documents. The translator training component concentrates on paradigm shifts encapsulated in a set of best practices for non-professional translators. These three elements of translator selection, translation revision/editing, and translator training harmonize in an effective quality assurance system. This system can be implemented by other non-professional translation teams, as it is specifically adapted to the challenges of working with volunteer translators and is not language specific. This project makes an important contribution to Translation Studies, first by highlighting the field of non-professional translation and emphasizing the need of an approach different than what is used for professional translation. I demonstrate how quality assurance is possible within a team of non-professional translators and provide an effective system for achieving it. On a broader level, my research aims to make Translation Studies scholars more aware that while new translation practices running counter to traditional mindsets will inevitably emerge, this should not prevent us from investigating and learning from them. In addition, researchers could make a greater effort to ensure that Translation Studies concepts, norms, and metalanguage are understandable and applicable in non-traditional contexts.

This diploma thesis deals with the quality of the output of publicly available machine translation engines: Amazon Translate, Bing Translator, Deep L and Google Translate. The aim of the thesis was to qualitatively compare each machine translation engine and to test their capabilities on several types of texts - expressive, informative and operative. The analysis is carried out on translations of German texts into Czech. The thesis consists of two parts, in the theoretical part we discuss the origin and development of machine translation, its types, the automatic machine translation engines which are the object of our research, and we present a two-stage model for evaluating the quality of translation. In the empirical part, the results of the analysis based on the models of K. Reiß and A. Torrens are presented. These results show that the listed machine translation engines can be ranked from the highest to the lowest level of output quality as follows: Deep L, Google Translate, Bing Translator and Amazon Translate. Furthermore, it also turns out that the error rate correlates with the creativity of the text.

國際新聞向來不受重視，也常為人所詬病，過去對國際新聞的研究都以守門人觀念、內容分析、資訊不平衡、通訊社和記者為主。沒有人針對國際新聞的特性和從事編輯[編譯]工作者的人格特質，以及它們對工作滿足的影響進行研究。本研究企圖探討國際新聞的工作特性，編輯[編譯]人員的人格特質對工作滿足的影響進行研究。 本研究在人格特質上，採用成就取向、權威取向、權術取向、風險取向及內控取向等五個構面，在工作特性上，採用自主性、變化性、完整性、重要性和回饋性等五個構面。在工作滿足方面則採用內在及外在兩項工作滿足構面。並加入性別、年齡、職位、薪資、學歷和年資等因素，探討國際新聞編輯[編譯]人員的工作滿足。 本研究透過問卷方式調查，並以深度訪談進行質化研究。問卷內容包括人格特質以Robbins的「人格特質量表」衡量，工作特性以「工作診斷量表」與「工作特性量表」合製而成的量表進行衡量，工作滿足以「明尼蘇達短式問卷」衡量。深度訪談以Gieber (1956)的研究發現為主發展出的問題，分別訪問資淺、資深編輯[編譯]與主管人員。 研究發現： （一）人格特質構面的「成就取向」對內在滿足有顯著的解釋力。 （二）工作特性構面的「重要性與變化性」對內在滿足有顯著的解釋力。 （三）部分個人屬性變項對人格特質、工作特性與工作滿足造成差異性。 （四）國際新聞編輯[編譯]人員的人格特質有兩大改變，過去注重工作細節和態度是消極的，現在則注重社會責任與態度是積極的。 （五）工作滿足方面，由於外在滿足不易，因此多數國際新聞編輯[編譯]人員轉向追求內在滿足。 關鍵字：人格特質，工作特性，工作滿足，國際新聞編輯[編譯]。 / For many years, international news coverage in Taiwan has often been overlooked and subject to criticism. Previous studies have focused on the perception of the gatekeeper, content analysis, information imbalance, news agencies and the reporters. Moreover, little emphasis has been placed on the personality trait of the foreign news editors/translators, job characteristics and job satisfaction. This study aims to examine the correlation among the personality traits, job characteristics and job satisfaction for foreign news editors/translators in Taiwan. The dimension of personality consists of five items including locus of control, achievement orientation, authoritarianism, machiavellism and risk taking. The five components in the dimension of job characteristics are autonomy, task identity, task importance and skill variety. The dimension of job satisfaction consists of two components including intrinsic satisfaction and extrinsic satisfaction. In addition, demographic characteristics such as gender, compensation, and job rank are considered in our analysis. We utilize both quantitative and qualitative methods of analysis in this study. Specifically, data are collected on the aforementioned dimensions of interest using questionnaires and statistical analysis was conducted to assess correlations quantitatively. We also conducted depth-discussion with foreign news editors/ translators based on the Gieber study. The results of these discussions are summarized qualitatively. Our investigation leads to the following conclusions: 1. Achievement orientation of the personality trait has significant positive effect on intrinsic satisfaction. 2. Importance and variety of the job characteristics has significant positive effect on intrinsic satisfaction. 3. Parts of demographic characteristics cause various different effect on the personality trait, job characteristics and job satisfaction. 4. In personality trait, there are two changes, their emphasis changes from detailed work to social responsibility and their attitude changes from passive to positive. 5. In job satisfaction, it is not easy to get extrinsic satisfaction, they pursue intrinsic satisfaction instead. Keywords; personality trait, job characteristics, job satisfaction, foreign news editor/translator

This MA thesis is concerned with the comparison of two Czech translations of C. S. Lewis' novel The Chronicles of Narnia: The Lion, the Witch and the Wardrobe. The thesis is divided into two parts: theoretical and practical. The first part concentrates on the description of the author's and translators' life as well as the background of creating the novel and its translations. One part deals with the film adaptations of the book. Then there are described individual techniques and methods of translation and its analysis. The second part analyses the book in general. Names used in the book, titles of chapters, selected passages and special idioms are analyzed in detail. It deals with different approaches of each translator and examines the usage of words, sentence structures and their text style. The thesis tries to compare and analyze all three texts in order to come up with the sufficient justification or disprove of all used items. Key words Novel, translation, translator, author, analysis, comparison, usage of words, sentence structures, text style, methods of translation, justification, disprove.

During the research project "The situation of literary translation in Czech society after 1945", which was initiated by the Institute of Translation studies of the Faculty of Arts of Charles University and undertaken between 2008 and 2011, nearly thirty interviews were conducted with important Czech translators of the post-war generation. This thesis follows the cited research project. It is divided into three parts. The first part presents an introduction to the methods of oral history. The second part confronts objective historical facts with subjective memory - information obtained through the conducted interviews. The third part expands the corpus with two further sets of interviews. These are introduced by a short depiction of the presented narrators and followed by an editorial note. In the summary the paper points out and evaluates the results gained by the present research, including the newly collected material.

Jitka Nešporová doctoral thesis ABSTRACT The doctoral thesis focuses on the translation persona and work of Ludvík Kundera. A poet himself, he translated verse first and foremost and was able to do so from many languages, although he sometimes resorted to the use of interlinear translations. The research, however, concentrates primarily on the description, analysis and reception of his direct translations in the Czech - German language pair, which was predominant in Kundera's translation work. The thesis contributes to the understanding of the history of Czech literary translation after 1945 by describing Kundera's translation method, making accessible part of his literary estate, notably his correspondence, and providing an update to Kundera's translation bibliography. Kundera is best known as the exclusive, authorized translator of Bertolt Brecht's drama and poetry. His translations of Expressionists Georg Trakl and Gottfried Benn, for which he received the State Award for Literary Translation in 1996, are considered canonical today. The same holds true for his translations of Paul Celan's poetry and Alfred Kubin's novel Die andere Seite (The Other Side). Kundera was also the first to introduce Czech readers to the poetry of Alsatian Dadaist Hans Arp and the poetry of East German lyricist Peter Huchel....

Made available in DSpace on 2016-06-02T19:44:16Z (GMT). No. of bitstreams: 1 5955.pdf: 2202085 bytes, checksum: 2bdf9d02a40e317e0214e8d84f9872e0 (MD5) Previous issue date: 2014-05-23 / The focus of this work was to watch, in the speeches of InterpreterTranslators of the Language of Signs (TILS), the understanding and the conceptions that they have concerning your function in the process of the deaf student's formation and of the professional alterities constitution of them. We based our study theoretically in the enunciativo-discursive language theory of Mikhail Bakhtin and, to leave of that referential, we defined the methodological procedures , as then organization and the discussions presented in the results. We left of the presupposition that to understand the subjects it is necessary to request to place them in your reality, in the universe of relationships in which they are submerged, and that are decisive the construction of meanings and the relationships and interactions for them established, considering, still, the researcher's active paper in the construction of the data. It participated with us, in the interviews and interactions, 27 TILS, located in series of the Fundamental Teaching II (6th to the 9th year), in schools of the municipal public nets of 8 (eight) Brazilian states. The interviews were recorded, and we did, also, annotations of context elements, important for the understanding of the subjects and yours speeches. We created dialogue spaces and reflection concerning the elements that guide the social practices of these subjects in your professional contexts and, leaving of discussions centered in the speech concepts, subject, dialogy and ideology, we cleaned our perception on the construction of the senses and meanings attributed by the TILS to your material realities and related universes, besides the function of the speeches in the manners as the subject of the research understand your function and responsibilities and they look at the work place for them in the sceneries of development of the deaf students' schooling. Among ours (in) conclusions, detached that the local sceneries indicate significant changes in course in what plays to the deaf students' education and, mainly, in the relationship with the TILS. The plurality of professional entails and of wages it demonstrated that there is a lot to be done in this field of the rights and duties. The suitable situations for the subjects also appeared for the distance among what it would be the ideal and what is the Real in the implantation of bilingual educational projects. We saw as indispensable the support offer to the faculty, as well as the need of the TILS of if they feel part of the teaching team and they develop partnership relationships with the teachers. We saw, also, that the realities and singularities lived by the performance in school atmospheres they hinder these professionals excessively to define your roles, the limits of your responsibilities in the teaching process and of the deaf students' learning. Finally, on formation, professionalization and politization of the TILS, we believed that are aspects they be constantly pursued her, not just in your dimension individual, but collective, considering the interlacement and the crossings of the aspects political, ideological, philosophical, that constitute them in the group of your professional identities. With relationship to the unfoldings of this research, because the done questions raised many other, we believed, mainly, in the importance and need to think on her the formation in a deep and connected way to the beginnings of the alterity. And, still, we waited that, after materializing doubts, conflicts, anguishes and reflections of TILS, this material can serve, also, to the formulation of new and others idealize and ideas of professional formation for them. / O foco deste trabalho foi desvelar, nos discursos de Tradutores-Interpretes de Língua de Sinais (TILS), a compreensão e as concepções que eles têm acerca de seu papel no processo de formação do aluno surdo e da constituição de suas alteridades profissionais. Fundamentamos teoricamente nosso estudo na teoria enunciativo-discursiva da linguagem de Mikhail Bakhtin e, a partir desse referencial, definimos tanto os procedimentos metodológicos, quanto a organização e as discussões apresentadas nos resultados. Partimos do pressuposto de que compreender os sujeitos requer situá-los em sua realidade, no universo de relações no qual estão imersos, e que são determinantes a construção de significados e as relações e interações por eles estabelecidas, considerando, ainda, o papel ativo do pesquisador na construção dos dados. Participaram conosco, das entrevistas e interações, 27 TILS, atuantes em séries do Ensino Fundamental II (6º ao 9º ano), em escolas das redes públicas municipais de 8 (oito) estados brasileiros. As entrevistas foram gravadas, e fizemos, também, anotações de elementos contextuais, relevantes para a compreensão dos sujeitos e seus discursos. Criamos espaços de diálogo e reflexão acerca dos elementos que orientam as práticas sociais destes sujeitos em seus contextos profissionais e, partindo de discussões centradas nos conceitos de discurso, sujeito, dialogia e ideologia, apuramos nossa percepção sobre a construção dos sentidos e significados atribuídos pelos TILS às suas realidades materiais e universos relacionais, além da função dos discursos nos modos como os sujeitos da pesquisa entendem seu papel e responsabilidades e olham para o lugar ocupado por eles nos cenários de desenvolvimento da escolarização de alunos surdos. Dentre nossas (in)conclusões, destacamos que os cenários locais indicam mudanças significativas em curso no que tange à escolaridade de alunos surdos e, principalmente, na relação com os TILS. A pluralidade de vínculos profissionais e de salários demonstrou que há muito a ser feito neste campo dos direitos e deveres. As situações indicadas pelos sujeitos apontaram também para a distância entre o que seria o ideal e o que é o real na implantação de projetos educacionais bilíngues. Vimos como indispensáveis a oferta de suporte ao corpo docente, assim como a necessidade dos TILS de se sentirem parte da equipe de ensino e desenvolverem relações de parceria com os professores. Vimos, também, que as realidades e singularidades vivenciadas pela atuação em ambientes escolares dificultam sobremaneira a estes profissionais definirem seus papéis, os limites de suas responsabilidades no processo de ensino e de aprendizagem dos alunos surdos. Finalmente, sobre formação, profissionalização e politização dos TILS, acreditamos que são aspectos a serem perseguidos constantemente, não apenas em sua dimensão individual, mas coletiva, considerando o entrelaçamento e os atravessamentos dos aspectos políticos, ideológicos, filosóficos, que os constituem no conjunto das suas identidades profissionais. Quanto aos desdobramentos desta pesquisa, visto que as perguntas feitas suscitaram muitas outras, acreditamos, principalmente, na importância e necessidade de se pensar sobre a formação de maneira profunda e conectada aos princípios da alteridade. E, ainda, esperamos que, após materializar dúvidas, conflitos, angústias e reflexões de TILS, este material possa servir, também, à formulação de novas e outros ideais e ideias de formação profissional para eles.

Made available in DSpace on 2016-06-02T19:46:28Z (GMT). No. of bitstreams: 1 5907.pdf: 1559324 bytes, checksum: 4581292172b0b35e505317e4b9667fa9 (MD5) Previous issue date: 2014-05-27 / In the mid-1990s, Brazil becomes a signatory to documents assume Inclusive Education as a fundamental task for any country. The deaf education from the perspective of inclusive education, bilingual education and advocates regarding the involvement of different professionals. Among them is given the emphasis on the role of Teacher Interlocutor of Libras (PI). The PI is one of the recent positions that compose the staff of the state of São Paulo Public Schools. Is predicted that he works at schools from state schools who present deaf or hard of hearing students regularly enrolled, with the task of conducting the dialogue between teachers and students with deafness and / or hearing impairment. This study aims to analyze a strategy of continuing education for teachers interlocutors. Three PIs working in state schools in a midsize city of São Paulo participated in this research. The participants comprised a group of training who proposed hold discussions and reflections on the activities of PIs, based on theoretical studies and exchanges of experience. Training group meetings occurred weekly with an average duration of two hours each, totaling ten meetings. Data collected during the training group (open questionnaire, script analysis of the filming of the group, script analysis of the filming of the action of PI and training group transcripts) were discussed in three areas of analysis: 1) The role / function of PI in the classroom and school; 2) Challenges, possibilities and limits of action of PI; and 3) the training group as a space for dialogue / mediation among participants. Analysis of the sequences revealed the need for an area of continuing education among PIs in order to facilitate discussion and reflection on practice. The testimonies of PIs indicate the precariousness of education for deaf students in the reality experienced by the PIs and PRs, since there is not a guideline or a direction work, or even targets set to be followed. This shortcoming of goals and guidelines causes confusion among the doings of each professional. The solutions remain palliative, work is carried out without tenders or purpose, and there is not a policy to bilingual inclusion for the deaf. We therefore conclude that a commitment to quality education for the deaf student becomes practically impossible in the absence of Pedagogical Political support and an effective project that embases and pay attention in fact to the practice of principles of governing a bilingual education for the deaf in school. / Em meados da década de 1990, o Brasil torna-se signatário de documentos que assumem a Educação Inclusiva como tarefa fundamental para todo o país. A educação dos surdos, na perspectiva da Educação Inclusiva, advoga uma educação bilíngue e tange o envolvimento de diferentes profissionais. Entre os profissionais envolvidos, dá-se o destaque para a função do Professor Interlocutor de Libras (PI). O PI é uma das recentes funções que compõem o quadro de funcionários das Escolas Públicas estaduais de São Paulo. É previsto que ele atue nas unidades escolares da rede estadual de ensino que apresentarem alunos surdos ou com deficiência auditiva regularmente matriculados, com a função de realizar a interlocução entre professores e alunos com surdez e/ou deficiência auditiva. Esse estudo tem como objetivo geral analisar uma estratégia de formação continuada para professores interlocutores. Participaram desta pesquisa três PIs, atuantes nas Escolas Estaduais de uma cidade de porte médio do interior paulista. Os participantes compuseram um grupo de formação que propôs, com base em estudos teóricos e em trocas de experiências, realizar discussões e reflexões acerca da atuação dos PIs. Os encontros do grupo de formação aconteceram semanalmente com duração média de duas horas cada, totalizando dez encontros. Os dados coletados durante o grupo de formação (questionário aberto, filmagem, roteiro de análise das filmagens do grupo, atuação do PI, e transcrições do grupo de formação) foram discutidos em três eixos de análises: 1) O papel/função do PI em sala de aula e na escola; 2) Desafios, possibilidades e limites da atuação do PI; e 3) O grupo de formação enquanto espaço de interlocução /mediação entre os participantes. As analises das sequências revelaram a necessidade de um espaço de formação continuada entre PIs com a finalidade de possibilitar discussões e reflexões sobre a prática. Os depoimentos dos PIs indicam a precariedade do ensino para alunos surdos na realidade vivenciada pelos PIs e pelos PRs, já que não há uma diretriz ou uma orientação de trabalho, ou mesmo metas estabelecidas para serem seguidas. Essa lacuna de metas e diretrizes causa confusão entre os fazeres de cada profissional. As soluções continuam sendo paliativas, o trabalho é realizado sem propostas ou finalidade, e não há uma política que alicerce de fato a inclusão bilíngue para o surdo. Portanto, concluímos que assumir um compromisso de educação de qualidade para o aluno surdo torna-se extremamente complicado com a ausência do alicerce Político Pedagógico de um Projeto efetivo que embase e atente de fato às práticas dos princípios que regem uma educação bilíngue para o surdo na escola.

Made available in DSpace on 2015-05-14T12:40:03Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 816611 bytes, checksum: 4117bbf74011ab28c0f0fccd2227f005 (MD5) Previous issue date: 2014-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work analyzes Erico Veríssimo as a translator of Point counter point (1928) by Aldous Huxley in Globe Publishing House. His translation, Contraponto (1934), is analyzed in the context of translation and ideology of Vargas Age, a nationalist and authoritarian government. The methodology is developed via cultural transferences, and it intends to comprehend the trajectory of Erico Veríssimo as a translator and remake the translation process of Point counter point. The profile of the translator Veríssimo is initially traced through his first experiences at Globe Magazine, where he published rapid translations, inventing pseudonyms for them. Later on, he published translations of books internationally known and the translation process occurred in an elevated and more elaborated standard. The route and the choice of Contraponto translation initially presented an editorial audacity of Veríssimo, who risked commercially, once the literary work was dense and the author was not known in Brazil. However, it was a decisive point to the translator Veríssimo and to the divulgation of Huxley in Brazil. Contraponto became a best-seller and an editorial milestone. It was published in the Nobel Collection, which brings to the ordinary reader and the intellectuals of that epoch the translation of literary works of international repercussion, raising and enriching culturally its public. The editorial policy of Globe in translating the world classics is linked to the nationalist ideals of Vargas in valuing the role of vernacular language and the education in the search for an identity for the Nation. In a selective textual analysis from the concepts of specific cultural items in translation by Aixelá and the Theory of Polisystems, it is highlighted that translation is marked by conservation strategy (repetition), in a tendency of adequacy. The translation of Veríssimo permits the visualization of marks of foreign culture. Moreover, it does not nationalize cultural specificities, adding new information to the reader. With the concepts of translation and ideology brought by Lefevere, it is understood that rewriting can be inspired by ideological motivations. Therefore, it could be associated that Contraponto approaches ideological questions related to fascism, linking them to Vargas Age, with which had totalitarian similarities. / Este trabalho analisa Erico Veríssimo enquanto tradutor na Editora Globo da obra Point counter point (1928), de Aldous Huxley, intitulada Contraponto (1934), no contexto da tradução e ideologia no Regime Vargas, governo autoritário e nacionalista. A metodologia é desenvolvida via transferências culturais, buscando compreender a trajetória de Erico Veríssimo como tradutor e refazer o processo tradutório da obra de Huxley. O perfil do tradutor Veríssimo é traçado inicialmente através de suas primeiras experiências na Revista do Globo, onde lançava no mercado traduções rápidas, inventando pseudônimos para as mesmas; e, posteriormente, com a publicação de traduções de obras de renome internacional, onde o processo tradutório ocorria num padrão elevado e mais elaborado. O percurso e a escolha da tradução Contraponto representam inicialmente uma ousadia editorial de Veríssimo, arriscando-se comercialmente, uma vez que a obra era densa e o autor desconhecido no Brasil; e, de fato, foi um ponto decisivo para Veríssimo tradutor e para a divulgação de Huxley no Brasil. Contraponto foi sucesso de vendas e um marco editorial, publicado na coleção Nobel, que levava ao leitor médio e aos intelectuais da época as traduções de repercussão internacional, formando e enriquecendo culturalmente seu público. A política editorial da Globo de traduzir os clássicos mundiais coaduna com os ideais nacionalistas de Vargas de valorizar o papel da língua vernácula e da educação na busca da identidade da Nação. Numa análise textual seletiva a partir dos conceitos dos itens culturais específicos em tradução trazidos por Aixelá e da teoria de polissistemas, destacamos que a tradução é marcada pela estratégia de conservação (repetição), numa tendência à adequação. Sua tradução permite a visualização das marcas da cultura estrangeira, não nacionaliza especificidades culturais, acrescentando informações novas ao leitor. Com os conceitos de tradução e ideologia advindos de Lefevere, entendemos que a reescritura pode ser inspirada por motivações ideológicas, logo podemos associar o fato de Contraponto tratar de questões ideológicas ligadas ao fascismo com o Governo Vargas, que possuía semelhanças totalitaristas.

La traduction pragmatique n’est pas le domaine réservé des traducteurs travaillant dans les secteurs économiques en dehors de l’édition. De nombreux traducteurs d’édition sont aussi des traducteurs pragmatiques. Dans ce domaine, leur spécialisation ne se confond pas avec le domaine dans lequel ils travaillent. Leur métier est méconnu et il n’existe aucune formation pour préparer les aspirants traducteurs à cette spécialisation. Cette recherche s’efforce de combler cette lacune. Elle commence par décrire les ouvrages pragmatiques afin de montrer que dans ce secteur, la réflexion traductive porte sur le texte dans sa mise en page. L’unité de traduction s’hybride, puisqu’elle est composée de rubriques textuelles aux fonctions communicatives précises et d’éléments visuels. Il s’ensuit que la réflexion traductive demande une approche multisémiotique qui s’appuie sur une connaissance approfondie du livre pris comme un espace signifiant dont le texte n’est qu’une composante parmi d’autres. La connaissance du livre est au cœur de la spécialisation des traducteurs pragmatiques actifs dans l’édition. Le milieu de l’édition attend des auteurs et traducteurs un travail de rédacteurs. Les tapuscrits fournis sont relus et corrigés, voire partiellement réécrits pour les améliorer, par les correcteurs. Il n’y a plus un auteur mais une fonction auteur qui réunit les différents intervenants de la chaîne du livre. L’apprentissage du métier doit donc comporter une part de socialisation seconde, intégrée aux exercices de traduction proposés, pour préparer les aspirants traducteurs à s’insérer dans cette équipe. Tout en se perfectionnant en traduction, les jeunes traducteurs doivent se muer en collaborateurs fiables capables de prendre part au processus de fabrication du livre en agissant en tant que médiateur culturel. Leur action s’exprime principalement par l‘écriture de la traduction mais aussi par leurs commentaires sur la fabrication du livre. / Pragmatic translation is thought as the area of specialized translators working for clients outside of the publishing industry, which is deemed to contract literary translators. This is true to some extend. However a large sector of the publishing industry is not concerned with literature but with pragmatic books dealing with all sorts of topics. Many pragmatic translators working for the publishing industry are in fact specialized in translating pragmatic books, not texts. They have to understand the way pragmatic books, made of visual and linguistic messages, convey information to their readers to translate them. This aspect of translation is little known and, outside the study of translation for advertising, research investigating the interaction of texts and iconography is scarce. There is even less on translator training. This thesis endeavours to contribute the observations of a professional translator turned translator trainer. It begins by describing the layout of pragmatic books and showing how the translator must take in the text and the iconography to make sense of the message. The double page is a visual unit splitting the information between text and images. As a result, a translation unit is a mix of texts and images. It follows that translators have to approach the translation of books as a multisemiotic activity. Therefore, when translating pragmatic books, translators have to consider them as signifying space in which textual units are no longer the only source of information. The core of the specialisation of pragmatic translators working in the publishing industry is a profound understanding of how books communicate meaning. Publishers expect both authors and translators to be able to write following style specifications for a given book series. Tapuscrits are proofread and sometimes partially rewritten to be put in agreement with the social communicative norms. At the end of the process leading to the publication of a book, the published text is a collective product and no longer the text originally provided by its “author”. To translate in this context, trainees must learn how to work in a team, albeit working from home. Translation training, at this point, aims at turning students into independent professional able to rewrite and adapt texts, taking into account the visual around, to accommodate readers’ expectations as defined by publishers. As they strive to improve their translation techniques, soon to be translators also need to learn to become cultural mediator and to criticize the books they are translating so as to improve them if need be. Invisible to readers, their contribution to the making of a book, appears in the writing of the translation and in comments on the book itself; and it is very visible to publishers they work for.