The construction of a translation teaching material in the Portuguese-Spanish pair

• Autor(a) principal: Rodrigues, Bruna Macedo de Oliveira
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos de Tradução (Florianópolis. Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/traducao/article/view/94972
• topic: translator training; didactic material; Portuguese-Spanish pair; translation competence; formação de tradutores; material didático; par português-espanhol; competência tradutória

Despite the advances in Translation Studies, from the establishment of a discipline and the clear separation between its pure and applied branches (Holmes, 1972), it can be observed that certain research within this area, such as those related to translator training, are very incipient. If we consider certain language combinations, such as Portuguese-Spanish (Bevilacqua, 2017; Cintrão, 2006; Malta, 2017), we will find that contributions are still scarce. In order to present a teaching material proposal for the translation of Portuguese-Spanish pairs and contribute to this field, as well as addressing the need, as proposed by Hurtado Albir (2001), for research focused on the development of didactic materials for translation teaching, we present in this article the path taken in creating a set of didactic units that address certain tendencies in the contrastive functioning between the Portuguese and Spanish languages. The article begins with a theoretical discussion that underlies our work, based on notions of translation teaching (Hurtado Albir, 1999), teaching and learning theories aimed at translator training (Hurtado Albir, 1999, 2001, 2005, 2019; Kelly, 2005; Kiraly, 1995, 2000), concepts of translation competence and its acquisition (Hurtado Albir, 2005; PACTE, 2001, 2017), a comparative perspective of the Portuguese-Spanish pair (Fanjul & González, 2014) and the notion of translation problems (Nord, 2005 [1987]). From a methodological point of view, we start from a real translation experience in an extension project for the selection of contents of the material, and in terms of its development, we rely on the so-called task-based approach. Finally, we present the overall proposal of our material, and how these theorical and methodological concepts are reflected in our practice, through the exemplification of one of the developed units.