Suchergebnisse

Nation-building is a complex process and can be accomplished in many ways. While the Portuguese 20th century dictatorship of Oliveira Salazar enforced the many traits that made this period what it is, it remains a fact that the regime concerned itself with external policies and with the image it created among other countries, especially within Europe. One of the forms of imposing this idea of a nation was naturally through propaganda or 'soft power'. The aim of this presentation is to show how translated propaganda contributed to a specific image of Portugal abroad, mainly through the speeches of Salazar, during the period of 1930-1950. Over these two decades the regime commissioned a high amount of textual production in several European languages, this attitude of intense translation efforts being viewed as a clear propaganda tool in itself. The English language and the intention of creating a specific image of the country among the British politicians and policy-makers was the goal of this course of action. Throughout the work, this will be highlighted through the qualitative analysis of a corpus of 29 speeches by Salazar published in English, mainly in London through Faber & Faber, but also in Lisbon, through the National Propaganda Secretariat. These circulated in book form, but also as individual booklets published under the umbrella collection "Salazar says". These translations were for British consumption only. The outcome of this analysis will not only shed light on how the regime wanted to be known to a British target audience but also provide information on how the translation process occurred and thus shaped the nation-building process during this time frame and context. ; info:eu-repo/semantics/publishedVersion

This contribution is about the relation between translation and propaganda and concerns translation as a means of promoting influence abroad in the context of the 20th century Portuguese dictatorship. The study will focus on the way the regime organized itself around translation in the period from 1933 to 1950 and how this topic was addressed mainly through the propagandistic discourse contained in the English speeches by dictator António Oliveira Salazar. So far, research has mainly paid attention to translated literature into Portuguese, but this proposal discusses the issue from the inverse perspective, allowing us to perceive what happened from within the regime, specifically concerning the translation of speeches into English. The publication of the book Doctrine and Action by Faber and Faber at the beginning of the 2nd World War, as well as other speeches, appears to be motivated by the need to convince the British of a positive, although politically neutral position in the conflict and by the need to distance Portugal from the Spanish intervention and conflicts of the time. The translation of these speeches can be viewed as a soft power attitude in those days and is mainly achieved through the comparative analysis of translation shifts, strategies and procedures, as well as a descriptive analysis. Thorough archival work allows the description of the process surrounding these translations, as well as the agents involved, namely the editor T. S. Eliot, responsible for the publishing of the aforementioned book. Several letters provide details into how the regime organized and viewed the purpose of translation in general and of these speeches in particular. The proposed study will allow a particular view into the sociological process of translation during Salazar's dictatorship, but also a more focused view on a corpus of translated speeches, which can furnish valuable indications about the translation process. ; info:eu-repo/semantics/publishedVersion

This paper will focus on the translation of Salazar's speeches into English as a tool to disseminate a good image about Portugal. Translation commissioned from within the Estado Novo (1930-74) regime is an emerging topic in the 20th century translation history, since archives have only recently unveiled this aspect. Initially the work will analyse how the regime commissioned and controlled this kind of textual production in several languages, thus showing evidence of the role of translation in the production and circulation of a specific type of political thought. The speeches were chosen according to the target culture where they were to be published. Some light will be shed on the criteria behind these publications. Then, more attention will be paid to the translation of the dictator's speeches into English, which were compiled in one volume under the title Doctrine and Action, published in 1939, by Faber&Faber in London. The translations took over a year to be published with several problems being risen throughout the process by the translator, the editor and even the author. Parallel texts found in archives will show the role of each of these agents in the process. A comparative analysis of the speeches is then carried out with the aim of understanding which changes occurred paying special attention to omissions. These silences in Salazar's speeches in English are analysed through their omitted contents and categorized. These will be cross-examined with archival information which provide evidence of official intervention in certain aspects of the translation process, namely through letters written by the publisher T. S. Eliot, the representative at the Portuguese embassy in London and the Head of the Propaganda Office in Portugal. The main conclusion of this study is that several relevant translation strategies contribute to a difference between source and target texts, with a clear ideological intention towards a British target audience. ; info:eu-repo/semantics/publishedVersion

Fear has shaped discourse along time and has adopted specific characteristics in particular periods of time, whether ruled by religious or political beliefs. The narrative of fear against these regimes has frequently assumed a voice of courage. This can be seen, for instance, among the works of many exiled Portuguese authors - journalists, critics, feminist writers – during the 20th century dictatorship. However fear also emerges from within the regime itself. The need for acceptance among peer countries in Europe has created a translating industry born within the regime whose need for security in terms of political image and propagandistic needs urged the production of numerous translations of political speeches into several languages. Targeting these languages and their cultures made the Estado Novo regime think about specific line-ups built upon the original speeches by Oliveira Salazar. This means that each country was approached differently based upon the same set of Portuguese speeches and that language was a tool kit used for political purposes. This paper will firstly analyse the role of the translated propaganda during the dictatorship, focusing specifically on the decades under Salazar's rule. Then it will focus on the volume Doctrine and Action, a compilation of 23 speeches published in London by Faber and Faber. Since the narrative of fear is more than just semantics this work will provide an insight into the role of omissions in the translation of these speeches when comparing them with the original ones. The choice of the translators served very specific purposes and was not naïve at all. Para-texts will therefore be analysed in order to show how translators, omissions in the texts, as well as the choice of the speeches, had a very specific purpose, which nowadays could be named an official language policy. ; info:eu-repo/semantics/publishedVersion

There will always be good translators and there will always be a need for good translators. This commonplace statement has been challenged by the development of the markets, as a result of globalization of trade and technologies, outsourcing and flexibility. A TAUS (Translation Automation User Society) report from 2014 stated that there is a 250 million dollars industry waiting for translators. These are still many times viewed as non-professional people who know a language or two and can use dictionaries or google to translate. In fact, professions in multilingual communication have developed fast over the last two decades and the profile of the "translator" is much more complex, involving translators, interpreters, revisers, editors, subtitlers, localizers, terminologists, technical writers, product engineers and project managers. This revolution seems to demand for new skills. Where can they be obtained? In most European countries primary training of translators is developed in Higher Education Institutions. The European Union Association of Translation Companies met in Lisbon this year and explicitly reported the existence of a gap between the industry and the translation graduates. This leads us to believe that universities and polytechnics have to change their approaches in translator training and more synergies should be created. This presentation will propose a set of changes which may be able to reduce the gap between academic training and the demands of the labour market. Traineeships and internships for students and trainers are just one example of a good contribution for the employability of graduates who, more than ever, have to possess a vast set of skills and keep a high quality standard in their performance if they want to be job-ready. ; info:eu-repo/semantics/publishedVersion

[EN] The European Commission favours the implementation and use of digital content and specially Open Educational Resources (OER) made accessible in higher education. Most of the lecturers have neither the skills nor the time to supply the teaching materials as digital content or OER. Therefore, Advanced Use of Learning Technologies in Higher Education (AduLeT) is a project that has been set up within the European Union Erasmus+ programme support, involving seven partners working together from November 2016 to August 2019. This project will provide lecturers with a community to share user experiences that integrate selected teaching methods with technologies and learning objects to solve an educational problem. AduLeT project brings in a Community of Practice (CoP) for lecturers with suitable teaching methods for technology enhanced learning (TEL). One specific requirement is the visualization of a set of category of tools matching with methods, like a matrix of methods and tools that can easily help teachers choosing from them. The lecturer can also find guidelines in the CoP for the effective use of TEL tools according to the methodology he/she plans to use in the learning process.The CoP will also make it possible to get in touch with other lecturers and to share experiences about teaching with TEL tools. In this contribution we will present the main requisites and functionalities implemented to provide the CoP, based on two workshops with the lecturers of the partner countries. We believe that this project could be an excellent support to the teacher, because it will present good practices for the use of appropriate educational technologies, properly conformed with teaching methods applicable to the resolution of problems, difficulties and requisites of common teaching. ; AduLeT has been funded with the support of the European Commission and co-funded by the Erasmus+ Programme of the European Union. ; Gonçalves, V.; Chumbo, I.; Silva, E.; Patrício, M. (2019). AduLeT project: leading technology enhanced ...

Higher education lecturers are currently overwhelmed with the idea of changing from the old paradigm, in which teaching and learning happened through a teacher-centred perspective, to a student centred approach, currently a more widely accepted new teaching standpoint, which lecturers are eager to transform into a vivid and motivating experience, by exploring various alternatives. The pressure to do so while resorting to several technological tools is enormous. The use of technological tools available to every student, namely smartphones, social networks, new platforms and other devices do not suffice anymore. Teachers and lecturers seek to go beyond the obvious tools and search for a way to combine these technologies and the new pedagogical approach in order to provide a more profound meaning to the teaching and learning process. AduLeT – Advanced Use of Learning Technologies in higher education – is a European project involving seven different institutions, which aims at improving the teaching quality of lecturers by enhancing their skills concerning the use of technologies in an advanced way, through a Community of Practice (CoP) where methods and tools are intertwined, thus envisaging a common outcome: sharing ready-made solutions which have been tested in a higher education context to solve an educational problem. The aims of this contribution are as follows: 1. to describe the project in the given context; 2. to explain the different stages and methodology towards the design of the CoP; 3. to provide insight about the CoP itself; 4. To clarify how higher education teachers can use the CoP in their daily educational routine. The CoP is made available through a platform, currently correcting some functionalities in the evaluating stage with potential end users, which consists of an application developed with an author programming tool that allows getting flexible, visual, easy and logic navigation and interaction. The platform has been developed to provide users with a valuable experience to facilitate lecturers' understanding and usability. Our experience shows that a CoP could facilitate the adaptation process and allow a faster and more effective transferability of teaching innovations among different countries as well as among lecturers and universities at an international level. Currently the CoP already contains methods from different fields of knowledge and a variety of tools which can allow a lecturer to choose from, in order to include them in their lectures and seminars as to obtain a better interaction from the student's side and also to create a more motivated approach on a daily basis. ; AduLeT has been funded with the support of the European Commission and co-funded by the Erasmus+ Programme of the European Union. ; info:eu-repo/semantics/publishedVersion

The European Commission favours the implementation and use of digital content and specially Open Educational Resources (OER) made accessible in higher education. Most of the lecturers have neither the skills nor the time to supply the teaching materials as digital content or OER. Therefore, Advanced Use of Learning Technologies in Higher Education (AduLeT) is a project that has been set up within the European Union Erasmus+programme support, involving seven partners working together from November 2016 to August 2019. This project will provide lecturers with a community to share user experiences that integrate selected teaching methods with technologies and learning objects to solve an educational problem. AduLeT project brings in a Community of Practice (CoP) for lecturers with suitable teaching methods for technology enhanced learning (TEL). One specific requirement is the visualization of a set of category of tools matching with methods, like a matrix of methods and tools that can easily help teachers choosing from them. The lecturer can also find guidelines in the CoP for the effective use of TEL tools according to themethodology he/she plans to use in the learning process.The CoP will also make it possible to get in touch with other lecturers and to share experiences about teaching with TEL tools. In this contribution we will present the main requisites and functionalities implemented to provide the CoP, based on two workshops with the lecturers of the partner countries. We believe that this project could be an excellent support to the teacher, because it will present good practices for the use of appropriate educational technologies, properly conformed with teaching methods applicable to the resolution of problems, difficulties and requisites of common teaching. ; info:eu-repo/semantics/publishedVersion

Destacarmos a comemoração dos 500 anos da Reforma Protestante leva-nos a recordar a revolução cultural, intelectual e política que dela irrompeu. É indiscutível que a Reforma edifica um dos acontecimentos decisivos na história da Europa e do mundo, tendo influenciado profundamente a perceção teológica, histórica, mental e política da cultura ocidental em geral. O ideário da Reforma teve implicações não apenas religiosas, mas igualmente políticas, sociais, culturais e linguísticas, revestidas de um pendor revolucionário na medida em que a extensão das suas consequências foi vastíssima, patente, por exemplo, na criação da ideia de nação protestante, nacionalista e, sobretudo, baseada no sistema erastiano (e.g. a Grã-Bretanha). Por outro lado, gerou uma bipolarização no mundo, devido a Contrarreforma, liderada por Espanha e Filipe II, de cariz católico e tradicionalista, embora a ideia inicial fosse também uma transformação da Igreja. Considerado um dos precursores do Iluminismo e da democracia, Lutero criou os alicerces para o conceito de cidadão responsável. Não descobrindo a liberdade moderna, intensificou a dialética em que a liberdade é reconhecível como um processo ambíguo. Associado ao humanismo, transformou a visão do homem dando maior ênfase a liberdade e responsabilidade do indivíduo, criando uma base para a participação social e política e imputando ao estado a responsibilização na educação escolar. Deixou uma marca profunda na sociedade, dando impulsos importantes no âmbito do ensino, da música, das artes e da língua com a tradução da Bíblia, promovendo assim um fortalecimento do diálogo intercultural para a aproximação das Culturas. Ainda que numa época e contexto muito específicos, terá sido, como sublinha Timothy Garton Ash, criador deste neologismo (Herspring, 1994), uma Refolução, isto é, um processo de alteração política, social e económica que combina simultaneamente elementos da reforma, ou modificações estruturais, e elementos da revolução. Em vez de destruir totalmente os antigos sistemas, os novos sistemas políticos democráticos baseiam-se naqueles não só em termos de estrutura, como de pessoas. Este autor pretendia referir-se a Europa de Leste, nomeadamente Polónia, República Checa, Eslováquia e Hungria. Posteriormente, o neologismo passou a ser igualmente aplicado a s primaveras árabes (cf. Keane, 2011). Esta amálgama acaba por ser "uma recusa radical da escolha entre revolução e reforma", termos estes que se podem apresentar como particularmente sensíveis em determinadas culturas, devido a violência que ocorreu nas respetivas histórias nacionais e/ou locais. A palavra cunhada pretende afastar-se da violência inerente a s revoluções, uma vez que as primaveras árabes, neste caso, se distinguiram pela recusa de os intervenientes enveredarem por reações violentas, típicas da lógica revolucionária. Outros aspetos distintivos residem na atenção colocada a civilidade, ou seja, no significado estratégico que a construção e defesa do espaço público implicam, manifesta, por exemplo, na integração de várias crenças religiosas no mesmo espaço, entre outros. A Reforma Luterana, começando por representar um grito de protesto contra os abusos da Igreja Católica, acabou por ter implicações revolucionárias em todas as áreas da vida humana que não apenas no campo religioso. Na senda da defesa contínua da liberdade humana e da proteção dos direitos fundamentais da humanidade, estes movimentos reformistas, com pendor revolucionário, têm a missão de renovar conceitos, ideias e valores que (refutam e) se impõem a paradigmas existentes. Desde 1517 a 2017, o mundo viu-se confrontando com alterações substanciais que moldaram o mundo, de Ocidente a Oriente. A sucessão de diferentes paradigmas ao longo dos tempos convocou em lugares e momentos distintos valores e ideias, cujo poder mobiliza culturas e gera conquistas ou fracassos. Os trabalhos apresentados cumpriram, em número e qualidade, os objetivos e desafios inicialmente propostos. As áreas da cultura, da literatura, da tradução e da língua estiveram em destaque, abordando temas como o ensino das línguas e as novas propostas didáticas; a importância das primeiras traduções da bíblia como elemento reformista, mas ao mesmo tempo revolucionário, na estrutura social e política da Europa seiscentista e as implicações políticas, sociais e religiosas da Reforma, só para indicar alguns. Para nosso regozijo, as comunicações foram apresentadas em quatro línguas estrangeiras (LE), direta ou indiretamente: português (enquanto LE), inglês, espanhol e alemão. Podemos, pois, concluir que os resultados finais do colóquio ultrapassaram em larga medida as expectativas do nosso Departamento, pela diversidade e profundidade de temas trazidos ao debate, não apenas confinados à área das línguas estrangeiras, mas alargados a um espectro mais abrangente que é a área das humanidades. ; info:eu-repo/semantics/publishedVersion

Num mundo indubitavelmente global, a aprendizagem de línguas estrangeiras (LE) revela-se cada vez mais imprescindível e urgente. A crescente mobilidade internacional a par da consequente cidadania europeia e mundial concorrem para a promoção inevitável da diversidade linguística e para o desenvolvimento de competências comunicativas e interculturais, tão apregoadas pelos órgãos de governação educativa europeus. Neste contexto, o Conselho da Europa, com a criação do Portefólio Europeu de Línguas, incentiva a aprendizagem de várias línguas estrangeiras não só dentro e fora do sistema escolar, mas também como meio de facilitar a mobilidade global, implicando inevitáveis e necessárias adaptações linguísticas ao país de acolhimento. Neste sentido, o processo ensino/aprendizagem das línguas estrangeiras deve ter também em conta a necessidade de incorporar elementos culturais e literários na prática letiva pela sua pertinência no desenvolvimento de competências linguísticas. Também o Quadro Comum Europeu de Referência para as Línguas (QECR) veio impor transparência, uniformidade e coerência nos níveis de competência a alcançar nas línguas estrangeiras com vista a uma aprendizagem cada vez mais próxima de contextos reais de comunicação, sustentada por uma abordagem comunicativa. Além disso, novos métodos de ensino pretendem melhorar eficazmente a relação dos aprendentes com as línguas estrangeiras. Desta forma, colocam-se novos desafios ao ensino das línguas estrangeiras não apenas em Portugal, mas também a nível europeu, visando potenciar a relação sociolinguística e cultural que subjaz à aprendizagem das línguas estrangeiras. Neste contexto, o Colóquio Internacional de Línguas Estrangeiras (CILE) foi pensado e organizado no sentido de se constituir como uma visão abrangente sobre as múltiplas facetas das línguas estrangeiras, que vai para além de questões meramente linguísticas. "De uma língua para a outra: perceções culturais e linguísticas" constituiu, portanto a grande linha orientadora do Colóquio. As expressões culturais, literárias e artísticas fluem natural e inevitavelmente das línguas, daí a facilidade em atribuir um duplo sentido à sigla CILE que pode também simbolizar culturas e identidades, assim como a fusão das literaturas e línguas estrangeiras, consubstanciada no neologismo litero-línguas. Este volume resulta, portanto, das comunicações apresentadas no I CILE (2015) e norteia-se pelos seguintes objetivos: reunir investigação no sentido de discutir questões da atualidade no domínio das línguas e nas suas diversas manifestações; dar voz a tendências recentes no ensino das línguas; partilhar experiências de ensino; refletir sobre os desafios do ensino das línguas estrangeiras não apenas em Portugal, como a nível internacional; debater o uso da LE como ferramenta de sobrevivência para uma integração no mundo novo, problematizando, nesta sequência, a questão identitária. Pelas razões infra expostas, organizamos o presente volume tendo em conta as diferentes áreas interdisciplinares que guiam a prática das LE. Assim, os artigos obedecem à seguinte disposição temática: Cultura e literatura: • "Jorge Semprun et Elie Wiesel: le choix du français pour témoigner une expérience concentrationnaire", Ana Maria Alves • "Estudios Culturales y ELE: ¿matrimonio de conveniencia?", Blanca Ripoll Sintes • "George Orwell's "Politics and the English Language". Euphemisms and metaphors in wartime Britain", Elisabete Mendes Silva Didática das línguas: • "Mindful (Re)Considerations for Young Learner English Classes", María del Carmen Arau Ribeiro • "Terminologie et didactique des langues : le mariage est-il possible pour un meilleur enseignement de la traduction?", Christine Deschamps Estudos de caso no ensino de Línguas Estrangeiras: • "The ReCLes.pt CLIL Project in Practice: Teaching with results in Higher Education", María del Carmen Arau Ribeiro, Margarida Morgado, Isabel Chumbo, Ana Gonçalves, Manuel Moreira da Silva e Margarida Coelho, • "Evaluating Projects involving ICT and Task-Based Language Teaching", María del Carmen Arau Ribeiro, Maria Paula Martins das Neves, Luísa Queiroz de Campos e Walter Best • "Needs of Higher Education Students as regards Language Examinations", Cristina Perez-Guillot e Julia Zabala-Delgado Novas tecnologias na sala de aula: • "Las Nuevas Tecnologías para el Desarrollo de la Expresión Oral Fuera del Aula", Tamara Aller Carrera • "Twitter in the Language Learning classroom at the university: an experimentation for Dynamic and Authentic Assessment", Annamaria Cacchione ; info:eu-repo/semantics/publishedVersion