This site uses cookies.
Some of these cookies are essential to the operation of the site,
while others help to improve your experience by providing insights into how the site is being used.
For more information, please see the ProZ.com privacy policy.
This person has a SecurePRO™ card. Because this person is not a ProZ.com Plus subscriber, to view his or her SecurePRO™ card you must be a ProZ.com Business member or Plus subscriber.
Affiliations
This person is not affiliated with any business or Blue Board record at ProZ.com.
Services
Translation, Interpreting, Editing/proofreading, Software localization, Voiceover (dubbing), Subtitling, Training
Expertise
Specializes in:
Finance (general)
Economics
Aerospace / Aviation / Space
Law: Patents, Trademarks, Copyright
Automation & Robotics
Business/Commerce (general)
Chemistry; Chem Sci/Eng
Internet, e-Commerce
Medical: Dentistry
Also works in:
General / Conversation / Greetings / Letters
Education / Pedagogy
Computers: Software
Botany
Automotive / Cars & Trucks
Textiles / Clothing / Fashion
Food & Drink
Insurance
Cooking / Culinary
Cosmetics, Beauty
Fisheries
Government / Politics
IT (Information Technology)
More
Less
Rates
Portuguese to English - Rates: 0.05 - 0.08 USD per word English to Portuguese - Rates: 0.07 - 0.10 USD per word English - Rates: 0.10 - 0.15 USD per word / 32 - 40 USD per hour Spanish to English - Rates: 0.07 - 0.10 USD per word / 25 - 35 USD per hour English to Spanish - Rates: 0.07 - 0.10 USD per word / 25 - 35 USD per hour
Portuguese to English: THE LINGUISTIC RELATIONSHIP AMONG DEAF PEOPLE
Source text - Portuguese INTRODUÇÃO
Desde 2005 , escolas têm sido convocadas a tornarem-se bilíngues, superando a perspectiva reabilitadora, oralista que marca o início e boa parte da trajetória de várias instituições de ensino para surdos no Brasil. Sabemos, entretanto, que essa não é uma tarefa simples e pressupõe mudanças estruturais importantes que não se dão do dia para a noite. Dentre as mudanças necessárias para um efetivo modelo bilíngue de educação, identificamos a mudança de status da língua de sinais como elemento fundamental. Na Educação bilíngue a língua de sinais precisa ser acolhida como primeira língua do surdo e deve ser língua de instrução. Deve fazer parte do cotidiano da escola e dos momentos formais e informais, pois representa a surdez como minoria linguística, legitima autoridade da comunidade surda como grupo cultural diferencia.
Propomos, como questão norteadora para a presente reflexão, entender como são as relações linguísticas entre surdos e ouvintes numa escola de surdos. Por desdobramento dessa questão, alguns questionamentos secundários, tais como: profissionais ouvintes sabem língua de sinais? Qual o nível de conhecimento? Profissionais ouvintes utilizam a língua de sinais com que frequência na comunicação com alunos e profissionais surdos? Em que situações (avaliação, ensino, interação informal, nos intervalos, nas reuniões, etc.) profissionais ouvintes optam por usar – ou tentar usar - a língua de sinais sem a mediação de intérpretes? O domínio da língua determina a quantidade/qualidade das interações e o tipo de agrupamento – formal e informal - que se constitui entre profissionais surdos e profissionais ouvintes? Professores e alunos surdos utilizam a língua portuguesa em que situações?
Translation - English Since 2005 , schools have been summoned to become bilingual, surpassing the rehabilitative perspective, oral tradition that marks the beginning and much of the history of various educational institutions for the deaf in Brazil. We know, however, that this is not a simple task and requires major structural changes and do take time. The change in the status of the language is one of the required modifications for an effective bilingual educational model. Bilingual education in sign language must be accepted as a first language for the deaf should be the language of instruction. Should be part of the school routine and formal and informal moments, as it represents deafness as linguistic minority, legitimate authority of the deaf community as a cultural group.
We propose, as a guiding question for this reflection, understand the linguistic relationships between the deaf and hearing in a deaf school. As a by-product there are a couple of secondary questions such as: Do professional listeners know sign language? What is their level of knowledge? How often do professional listeners use sign language in communication with deaf students and professionals? In what environment (assessment, education, informal interactions during breaks, meetings, etc.) do professional listeners choose to use - or try to use - sign language without the mediation of interpreters? Can we say that the ability and the fluency in the language determines the quantity / quality of interactions and the type of grouping - formal and informal - between the deaf professionals and professional listeners? In which specific situations do teachers and deaf students use the English language?
More
Less
Translation education
PhD - University of Southern California
Experience
Years of experience: 23. Registered at ProZ.com: Jun 2014.
I am a native Portuguese speaker specialized in technical and colloquial assignments: Economics, Business, Finance, Derivatives, Accounting, Health care, Patents, Advertising, Marketing, Biotechnology, Agriculture, Social Sciences, Movie industry, Fine arts, Telecom, Tourism, Game industry.
I lived in the US for 20 years until 2010 when I came back to Sao Paulo, Brazil. As of now, I work as portfolio manager at an asset management company and I teach a Macroeconomics course at Insper Business School in Sao Paulo.
Previously, I work as an economist for Wall Street firms and banks in New York. I got my PhD in Economics from the University of Southern California in 2002. Ever since then I had teaching positions at prestigious schools like UCLA, New York University - Stern Business School and Cal State Long Beach. Also, I worked my way through college taking regular jobs as a freelancer translator basically doing voice over projects, translating and inserting subtitles in small independent movies.
I work with most software programs:
• SDL Trados Studio 2014;
• Wordfast;
• Deja Vu;
• FrameMaker 8;
• PageMaker 7.0;
• Dreamweaver.
• Subtitle Edit,
• Subtitle Workshop,
• Movie Magic
• Final Cut Pro X.
Working Languages:
English > Portuguese
Audio Voice-Over:
English > Portuguese
My translation rate per word is US$0.05
My personal blog is:
http://brazilandeconomics.blogspot.com/.
In times of internet, if you need further information about me please google Vitoria Saddi.
My personal email is: [email protected] and my skype username is vitorias.
My cell phone number is 55 11 95346-6590.
Keywords: Portuguese, Brazilian Portuguese, English to Portuguese, English into Portuguese, Portuguese Translator, Trados, United States, DTP, Quark, QuarkXPress. See more.Portuguese, Brazilian Portuguese, English to Portuguese, English into Portuguese, Portuguese Translator, Trados, United States, DTP, Quark, QuarkXPress, Access, FrontPage, Word, Excel, PowerPoint, PPT, Publisher, InDesign, Illustrador, PageMaker, PageMill, Freehand, GoLive, DreamWeaver, Flash, Acrobat, FrameMaker, technical, IT, computers, HTML, software, software localization, website, web site, technical, medical, health care, chemistry, pure sciences, electronics, telecomm, telecommunications, medical, medical tools, medical devices, art, entertainment, tourism, business, finance, economics, patents, biotechnology, printing, medical, economics, finance, social, psychology, industrial, literary, literature, Windows XP, DSL, government, freelance, advertising, marketing, translator, editor, proofreader, QA, portugese, Passolo, DejaVu, Deja Vu. See less.
Expertise 
Portfolio