Abordagens pedagógicas no ensino de tradução e o papel do professor no processo

Abstract

This essay is a partial result of the study of teaching and learning translation. The text deals with the role of the teacher in various pedagogical approaches to teaching translation. The investigation aimed to analyze the role of the translation teacher in the classroom, through different lines of thought. The methodology used is anchored in the bibliographical research to carry out this study. The results show that the theories of translation teaching and learning follow the trends of each period, according to a given context and that it is necessary to consider the relationship with the other and the sum of different knowledge in the learning process, and in this context, the teacher plays the important role of mediating knowledge in a clear and ethical manner, respecting and valuing the identities and skills of students. The analysis is based on the theoretical perspectives of Delisle (1998), Nord (2000), Gile (2009), Arrojo (1993), Kiraly (2012), González-Davies (2017) and Esqueda (2019). Although there is no relationship between the paradigms raised by some of the authors, the essay seeks to present an analysis of different pedagogical approaches that involve teaching translation and making teachers responsible in this process.