A TRADUÇÃO PEDAGÓGICA NO ENSINO DE E/LE: UMA PROPOSTA DIDÁTICA

• Autor(a) principal: Pontes, Valdecy
• Data de Publicação: 2020
• Outros Autores: Pereira, Livya, Moreira, Glauber, Cordeiro, Dayane
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Revista (Con)Textos Linguísticos (Online)
• Texto Completo: https://periodicos.ufes.br/contextoslinguisticos/article/view/29108
• topic: Treatment pronouns; Spanish teaching; Linguistic variation; Functionalist translation; Pronomes de tratamento; Ensino de Espanhol; Variação Linguística; Tradução funcionalista; Pronombres de tratamiento; Enseñanza de Español; Variación lingüística; Traducción funcionalista

This study aims to present the analysis of instructional sequencing activities that use functionalist translation for teaching linguistic variation on the uses of Spanish 2nd persona singular pronouns for Brazilian learners.A diatopic variation of this linguistic phenomenon in Spanish was assumed from a sociolinguistic perspective, as well as in Portuguese, since it proposes a direct pedagogical translation (Spanish – Portuguese). In addition to that the theoretical framework used is based on Functional Translation (NORD, 1994, 2012) and Instructional Sequencing (DOLZ; NOVERRAZ; SCHNEUWLY, 2004). From an excerpt of Pereira (2016) study, the methodological design is characterized as an action-research based on the application of instructional sequencing tasks with the translation of the theatrical genre into Spanish for Literature majors at a Brazilian public university. We learned from the observation that the participants reflected on the relationships between the interlocutors, the situational context and the origin of the target audience, thus achieving a better perception of the factors that influence linguistic variation in the forms of pronominal treatment in Spanish. The finding was evidenced in the final production of the instructional sequencing activities proposed.