A (SUB)COMPETÊNCIA TERMINOLÓGICA NA FORMAÇÃO DE TRADUTORES E INTÉRPRETES PORTUGUÊS<>LIBRAS: PROPOSTA DE METODOLOGIA INOVADORA A PARTIR DA UNIVERSIDADE AUTÔNOMA DE BARCELONA

Abstract

In Brazil, the role of Brazilian Sign Language (Libras) translators and interpreters is growing in formal settings such as political speeches, health campaigns, and national selection processes, where technical-scientific language predominates. Given this demand, these professionals are expanding their studies on specialized terms. Technical translation maintains a close relationship with Terminology (CABRÉ, 1999, 2001a, 2001b; BEVILACQUA, 2013, 2017, 2018); however, in Brazil, the handling of terminologies has been learned fundamentally through practice, as this topic is not included in academic curricula. According to Bevilacqua and Cereses (2018), it is possible to develop terminological (sub)competence through academic training. This article, part of a postdoctoral research project, aims to present an extension proposal within a Graduate Program in Translation Studies focused on teaching strategies for the development of terminological (sub)competence. To this end, it analyzes the academic structure applied in the training of translators at the Autonomous University of Barcelona (UAB), an important reference center in the teaching of translation competences. The research, qualitative in nature (GIL, 2008), is based on translator training (HURTADO ALBIR, 2001, 2005; VASCONCELLOS E AZEVEDO, 2013; GONZÁLEZ DAVIES, 2004). The hypothesis is that terminological training contributes to the development of terminological (sub)competence, which is essential for technical-scientific translation and interpreting.