Crenças de professores de língua inglesa sobre a tradução em sala de aula: um estudo comparativo entre ensino regular e cursos livres

Abstract

This study investigates the beliefs about the use of pedagogical translation among 22 English language teachers, 11 from regular schools and 11 from private courses. The theoretical framework is based on scholars in the field of language teaching and learning, such as Atkinson (1998), focusing on pedagogical translation for teaching; Balboni (2011), who presents theories on learning focused on language teaching; Romanelli (2009), whose research focuses on teacher training, beliefs in language teaching, and pedagogical practices; and Liberatti (2012), who addresses translation, foreign language teaching, and their pedagogical implications in the classroom. The data were obtained through the application and analysis of a questionnaire consisting of 20 questions that addressed teachers’ beliefs about the use of translation during foreign language classes, as well as through the analysis of a field diary. The results of the study revealed that, even after translation began to be recognized as a valid pedagogical tool for learners’ development and despite increased acceptance among teachers, the belief that translation may hinder students’ learning remains a significant factor. Therefore, although translation has been progressively accepted and reintegrated into classroom practices, traces of discourse opposing its use still persist.