O Modelo Funcionalista de Christiane Nord aliado ao dispositivo de sequências didáticas: norteamentos para o ensino de tradução

Abstract

Recent approaches in Translation Studies assume that languages/ cultures are not translated, texts are. In the perspective of Functionalist Translation, texts are not understood isolated from their communication context, which justifies the proximity of Translation Teaching with the knowledge of genres suggested by Nord (2012). Considering Nord’s functionalist theoretical perspective for translation teaching and Text Linguistic contribution on the operation and control of genres, this paper discusses the application of Didactic sequences (SD) in translators’ training. In order to do that, the following theoretical and methodological guidelines are used: 1. pinpoint theoretical directions for the Functionalist Translation Teaching based on Nord (1991, 1994, 1996, 2012); 2. discuss the development and implementation of SD devices, based on the contributions of Dolz and Schneuwly (1996), Cristóvão (2009, 2010) among others; 3. exemplify an initial didactic sequence project about the theater genre for future translators in the Spanish-Portuguese linguistic pair, including modeling of the genre, through the analysis of 10 Hispanic and Brazilian pieces. It is expected that the SD proposed, contemplating the directions of Functionalist Translation Teaching, can provide the translator with knowledge on different genres and on its functioning in different cultures involved in the translation process, in addition to the development of language skills in both the source and the target languages and the understanding of translation as a circular process.