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Authors
Abstract(s)
O objectivo deste trabalho Ć© apresentar o processo de introduĆ§Ć£o da InterpretaĆ§Ć£o Remota e de TeleconferĆŖncia como unidade curricular do Mestrado em TraduĆ§Ć£o e InterpretaĆ§Ć£o Especializadas do ISCAP. A InterpretaĆ§Ć£o Remota e de TeleconferĆŖncia apresenta-se como uma nova modalidade de uma tarefa jĆ” de si exigente, onde a tecnologia representou desde sempre um papel importante enquanto meio essencial de transmissĆ£o de Ć”udio de e para o intĆ©rprete. Contudo, a introduĆ§Ć£o de novas tecnologias, como a videoconferĆŖncia, no mercado das comunicaƧƵes levou a que o intĆ©rprete se deparasse com um outro tipo de mediaĆ§Ć£o tecnolĆ³gica que representa novas condiƧƵes de trabalho. Com base em vĆ”rios testes os profissionais da Ć”rea da interpretaĆ§Ć£o referem diversos problemas de carĆ”cter tĆ©cnico (qualidade Ć”udio/vĆdeo, visibilidade do espaƧo remoto), fĆsico (irritaƧƵes nos olhos, dores de pescoƧo) e psicolĆ³gico (sentido de alienaĆ§Ć£o, desmotivaĆ§Ć£o) que obstam Ć realizaĆ§Ć£o de interpretaĆ§Ć£o remota ou de teleconferĆŖncia. Estes sĆ£o o suporte de variadas objecƧƵes no que respeita Ć viabilidade da realizaĆ§Ć£o desta modalidade de interpretaĆ§Ć£o. O mercado de trabalho, por seu turno, jĆ” oferece serviƧos de interpretaĆ§Ć£o que utilizam estas novas tecnologias. Tal situaĆ§Ć£o leva, necessariamente, a que as entidades formadoras tenham de reconsiderar a formaĆ§Ć£o nesta modalidade especĆfica da interpretaĆ§Ć£o. Estas entidades deparam-se agora com uma nova geraĆ§Ć£o de alunos cujas competĆŖncias estĆ£o ainda a ser desenvolvidas, e cuja habituaĆ§Ć£o ao trabalho com as tecnologias da comunicaĆ§Ć£o tem caracterĆsticas distintas das das geraƧƵes que os precederam. Tal facto implica uma mudanƧa nas metodologias de ensino da interpretaĆ§Ć£o, dada a sua Ćndole essencialmente prĆ”tica. A realizaĆ§Ć£o de sessƵes prĆ”ticas representa uma grande percentagem do perĆodo lectivo do ensino de interpretaĆ§Ć£o, o que justifica a importĆ¢ncia das condiƧƵes tecnolĆ³gicas/laboratoriais criadas para a realizaĆ§Ć£o destas sessƵes. Procurou-se, aqui, fazer a apresentaĆ§Ć£o das condiƧƵes laboratoriais no ensino de InterpretaĆ§Ć£o Remota e de TeleconferĆŖncia em duas instituiƧƵes: na ETI (GenĆ©ve), uma escola com vasta experiĆŖncia no ensino e investigaĆ§Ć£o na Ć”rea da interpretaĆ§Ć£o; e no ISCAP (Porto) que apresenta jĆ” uma experiĆŖncia de 10 anos no ensino da interpretaĆ§Ć£o e introduz agora a interpretaĆ§Ć£o remota e de teleconferĆŖncia como parte integrante do plano curricular de um curso de mestrado. Esta introduĆ§Ć£o levou Ć necessidade de uma adaptaĆ§Ć£o/actualizaĆ§Ć£o das condiƧƵes laboratoriais jĆ” existentes para que estas continuem a aproximar os alunos das condiƧƵes que estes poderĆ£o ter de enfrentar como profissionais.
The goal of this thesis is to present the process through which Remote and Teleconference Interpreting was set as a subject in the Masterās Degree in Specialized Translation and Interpreting in ISCAP, Porto, Portugal. Remote and Teleconference Interpreting is a new form of performing an already demanding task, in which technology was always an essential means of communication between the speaker, the interpreter, and the listeners. However, new communication technologies emerged in the market creating a new technological mediation for the interpreter and thus new working conditions. Based on several large scale tests, professional interpreters raised various questions regarding the viability of interpreting on remote conditions. These questions concern technical aspects (audio/video quality, visibility of the conference room); physical aspects (eye irritation, neck pain) and psychological aspects (sense of alienation, lack of motivation). On the other hand, the labor market is already offering interpreting services based in these new technologies, creating a need for training institutions to train this specific area of interpreting. These institutions are now teaching a new generation whose competences, still in development, are more technology related, which creates a need for change in the practical methodologies of interpreter training. Practical training sessions represent a significant percentage of the curricular schedule of an interpreting subject. This fact shows how necessary it is to create the technological conditions that fulfill the needs for carrying out these sessions. We present two different cases of interpreter training conditions: those of ETI (GenĆ©ve), a school with lasting experience both on interpreter training and research; and those of ISCAP (Porto) with ten years experience on training interpreters and now integrating remote and teleconference interpreting in its Masterās course. This created a need to adapt/update the laboratory conditions in order to simulate real work conditions for the future interpreters.
The goal of this thesis is to present the process through which Remote and Teleconference Interpreting was set as a subject in the Masterās Degree in Specialized Translation and Interpreting in ISCAP, Porto, Portugal. Remote and Teleconference Interpreting is a new form of performing an already demanding task, in which technology was always an essential means of communication between the speaker, the interpreter, and the listeners. However, new communication technologies emerged in the market creating a new technological mediation for the interpreter and thus new working conditions. Based on several large scale tests, professional interpreters raised various questions regarding the viability of interpreting on remote conditions. These questions concern technical aspects (audio/video quality, visibility of the conference room); physical aspects (eye irritation, neck pain) and psychological aspects (sense of alienation, lack of motivation). On the other hand, the labor market is already offering interpreting services based in these new technologies, creating a need for training institutions to train this specific area of interpreting. These institutions are now teaching a new generation whose competences, still in development, are more technology related, which creates a need for change in the practical methodologies of interpreter training. Practical training sessions represent a significant percentage of the curricular schedule of an interpreting subject. This fact shows how necessary it is to create the technological conditions that fulfill the needs for carrying out these sessions. We present two different cases of interpreter training conditions: those of ETI (GenĆ©ve), a school with lasting experience both on interpreter training and research; and those of ISCAP (Porto) with ten years experience on training interpreters and now integrating remote and teleconference interpreting in its Masterās course. This created a need to adapt/update the laboratory conditions in order to simulate real work conditions for the future interpreters.
Description
Tese de Mestrado em TraduĆ§Ć£o e InterpretaĆ§Ć£o Especializadas
Ćrea CientĆfica de LĆnguas e Culturas
Keywords
TraduĆ§Ć£o InterpretaĆ§Ć£o