O zmianie hierarchicznego paradygmatu uniwersyteckiej zależności student–wykładowca w świetle działalności portugalistycznego koła przekładoznawczego Amor-Não-Me-Deixes
About the change of the hierarchical paradigm of the university student-lecturer relationship in the light of the activities of the Portuguese translation group Amor-Não-Me-Deixes

Summary/Abstract: The aim of this article is to show how the traditional hierarchical teaching model can be improved by modifying the master/student relationship of superiority and converting it into an effective model of equal cooperation within non obligatory meetings of the students’ translation group. Those practical projects are conceived in order to function in a real context (i.e., screening, film festival or publication). Equal participants in the translation task learn not only the language, cultural facts contained in a given text, but also the practical con-ditions of translation and teamwork, and thus learn consciously and responsibly. They not only assess others, but are also assessed by others, and this leads to the development of con-structive critical thinking skills as part of self-reflection on translation as part of language education and theoretical and practical education in the field of Translation Studies. Parti-cipants in the situation described are language and cultural experts (according to Vermeer), as well as participants of the integrated language teaching model (CLIL). As part of expert cooperation, the change of the so-called power-over into a power-with + power-to system leads to the learner autonomy and student empowerment desired in the learning process.

• Details
• Contents