Contribuições da teoria das inteligências múltiplas para a avaliação da produção de aprendizes em cursos de formação de tradutores. 3 fev. Transcript of A TEORIA DAS MÚLTIPLAS INTELIGÊNCIAS E SUA POSSÍVEL CONTRIBU. 1º ENCONTRO (4 horas) Primeiras aproximações. INTELIGÊNCIAS MÚLTIPLAS AS INTELIGÊNCIAS SÃO 1) Lingüistica 2) Musical 3) Lógico – Matemática 4) Espacial 5) Corporal – Cinestésica.

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As already mentioned, students should have the opportunity both to take advantage of their most pre-eminent capabilities and to stimulate their less developed types of intelligence. To support his assertions, Gardner claims to have reviewed evidence from a large “group of sources: Understanding entails taking knowledge gained in one setting and using it in another. Among these multillas that:. Besides, as Kiraly wonders, can the translation of a single text without advance preparation, without access to the tools and reference works one may have at one’s workstation and “without the chance to negotiate with a client really tell us anything credible at all about a translator’s competence?

Much attention multkplas research effort is now being channeled to curriculum and syllabus design, although the pedagogical approach that has prevailed in translator training courses around the world is still mostly characterized by the central position occupied by the teacher who takes on the roles of client, target public, and critic ; lack of familiarization with the wide range of learning styles and methods that are associated with human intellectual potentials; and, finally, the minor role played by evaluation in teachers’ pedagogical concerns.

As already noted, M. At first blush, this diagnosis would appear to sound a death knell for formal education. Peer correction, self- and portfolio evaluation are becoming common in even the most traditional university settings. Although this article will not engage in a detailed discussion of the agreement concept due to space constraints, we feel that the idea of an agreement, complex and yet to be refined as it is, should be brought up here, for its potential to give teachers some food for inteligenncias.

According to ibteligencias ATA, the certification examination tests the language skills my inteligenciass of a professional translator, which comprises: Oral and multiplqs languages, for example, are the symbolic system of the linguistic competence, a role played by computer languages in the case of logical-mathematical competence ARMSTRONG,p.


Indeed, Gardner himself has listed some of the main issues and his responses That helped set me on the course of investigating human nature, particularly how human beings think. Because passage selection and preparation is both difficult and time-consuming, it’s possible that the quality of the passages would suffer ATA, Concluding remarks The implementation of this pedagogy and evaluation is no simple matter. The implementation of this pedagogy and evaluation is no simple matter.

Evaluation and translation, p. As Gardnerp.


We strongly support Kiraly’s views, as well as Goff-Kfouri’s comments that. MI is a means to foster high quality work.

Are there additional intelligences? As it is, grades usually result from the same tasks or assignments, in order to ensure fair evaluation in apparently equal conditions. Within this perspective, teachers share with learners the various stages that make up the routine of a translator training course: However, other ideas are gradually starting to come up.

There are further questions around the notion of selfhood that Howard Gardner employs — something that he himself has come to recognize. To cite this article: Join us on Facebook and Twitter faqs: Rosemary Arrojo, drawing on post-structuralist epistemology, and Don Kiralyinformed by socioconstructivist thinking, are among the contemporary Translation Studies scholars to promote the reorganization of the conventional teacher-centered classroom into “a forum for authentic and interactive learning”, promoting the learning of translation skills through collaboration in an authentic setting Kiralyp.

They are allowed to bring dictionaries of their choice to the exam sitting. Rethinking evaluation on the basis of M. Features such as rhythm, musicality, verse length, meter, rhyme if applicableand stress pattern in the target language could then be assessed drawing on an additional capability, besides the ever-present linguistic intelligence.

Institute of Education, University of London. The multiple intelligences themselves also provide a good focus for reflection.

| Howard Gardner, multiple intelligences and education

With exam sittings held all over the country, and increasingly around the world, it would be a logistical nightmare for the certification program to provide appropriate computers for all exam candidates.

An important part of that understanding is knowing who we are and what we can do… Ultimately, we must synthesize our understandings for ourselves. Grades are just “Pass” and “Fail”, and to succeed in the exam candidates must be awarded a “Pass” grade in each of the three translated passages. A social constructivist approach to translator education. This ratio will help them give estimates to clients, decide whether they are capable of handling a particular translation job and determine their potential earnings; after all, as Kiraly notes, student translators must also learn how to act in a professional manner, to construct consensual patterns of professional behavior.


Translation evaluation As regards formal evaluation, one of the most common methods in translator training university programs has been the translation of a short text in class, resorting or not to dictionaries and glossaries, and sometimes still using pen and paper either for security reasons or lack of the necessary technology.

Subsequently, he has looked more closely at what the theory might mean for schooling practice e. Thomas Armstrong’s book is particularly inspiring to teachers who share Gardner’s view of intellectual capacities GARDNER, and are willing to change their pedagogy which, as far as translation education is concerned, is most likely oriented towards linguistic capabilities.

Insights, aims and visions. Looking to naturalist linguistic and logical-mathematical intelligences could help enhance their practice. As in all educational environments, “the periodic as well as terminal end-of-program determination of students’ progress toward learning goals is a major concern for translator education institutions” KIRALY,p. If, for example, the teaching of a given subject draws mostly upon intrapersonal intelligence, the assessment of the learning of this subject could be based on self-evaluation, which requires an awareness of one’s own strengths and weaknesses.

The purpose of this article is to argue for an approach to the assessment of students’ translation assignments based on the theory of multiple intelligences. A number of schools in North America have looked to structure curricula according to the intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner develops. Also, from a wider perspective, this approach challenges long-established notions of intelligence and translational competence.

In the process, teachers will certainly get lnteligencias know themselves and their own capabilities better. Subsequent research and reflection by Howard Gardner inheligencias his colleagues has looked to three particular possibilities: And just as M.