Tradução como estratégia de ensino de literatura germanófona: versões brasileiras de um soneto alemão

Abstract

This article deals with the application of translation exercises to the teaching of German-language literature in the framework of the Bachelor’s Degree in German Language and Literature at the Universidade Federal do Ceará (UFC). Firstly, translation exercises, understood as teaching--learning strategies in the field of literature, are examined in the light of the guidelines of the Common European Framework of Reference for Languages (CEFR) and then compared with results from other authors (Bischof et al. 2003; Häussermann & Piepho 1996; Königs 1981). At another stage, these theoretical foundations are connected with practical aspects of the teaching of German-language literature, applying them to the German Baroque sonnet “Es ist alles eitel” (1637), by Andreas Gryphius, and its translation into Brazilian Portuguese by eight students from the UFC. These are literal translations and/or literary recreations, aiming to show that this type of exercise can contribute: a) as a methodological strategy to reduce the heterogeneity within each class concerning the German language skills; b) as a way to use the translation aiming at a full analysis of the text; and c) as a way to raise students’ awareness of the importance that literary translation has in the training of teachers of German as a foreign language (GFL). Considering the existing intersections between the training of GFL teachers and their access to German-language literature, it can be concluded that literary translation exercises can generate gains in interdisci-plinary knowledge involving language, culture, literary theory and the very act of translating, here understood as recreation as well