A tradução a partir do modelo funcionalista de Christiane Nord: perspectivas para o ensino de línguas estrangeiras

Abstract

With the achievements of didactic when it comes to Teaching of Languages and Didactics of Translation, it was possible to build a mutual articulation among areas of study, which brought about the reuse of translation in class, regarding its potentials as a didactic tool for the teaching/learning of a foreign language (FL) (ARRIBA GARCÍA, 1996; HURTADO ALBIR, 2011; etc). In this context, this paper seeks to reflect on the contributions of Christiane Nord’s functionalist model of translation to the teaching of FL, from the current post-method context. In order to do so, we characterize the post-method and its macro strategies, based on Kumaravadivelu (2001) and Leffa (2012); we point out practical directions on Didactics of the Functionalist Translation, based on Nord (1994, 1996, 2009, 2012), and we list the results of some studies conducted in Brazil, which showed positive results, by adapting the procedures of the functionalist translation to the teaching/learning of FL. Based on these analyses, we purpose that the use of translation, regarding Nord’s functionalist model, may encompass the macro strategies derived from the teaching of FL in the post-method era, turning into a rich didactic tool.