Sequência para o ensino introdutório de sistemas de memória de tradução para aprendentes adultas.

Abstract

This paper contributes to the debate on translator‘s education by suggesting an introductory sequence to the use of translation memory systems for adult learners. Drawing on Dolz, Noverraz and Schneuwly (2001/2004), Albres and Nascimento (2014), Nogueira and Nogueira (2004) and Esqueda, Silva and Stupiello (2017), this sequence proposes translation tasks, using children's songs and fables as source texts — due to the fact these texts are in public domain, as well as to the characteristic of these genres of repetition of fragments, which allows initial learners to visualize how translation memory systems work. This paper acknowledges there are multiple ways of learning, allowing higher education teachers to replicate the activities or to adapt it to their local realities, considering the restrictions they perceive, their work styles, the demands of their learners and other factors.