http://repositorio.ufc.br/handle/riufc/22771 Mon, 15 Jun 2026 13:57:56 GMT 2026-06-15T13:57:56Z http://repositorio.ufc.br/handle/riufc/86682 Título: O ensino da produção escrita em língua inglesa a partir da tradução funcionalista do gênero notícia Autor(es): Souza, Daniela Nogueira de Abstract: In this research, we propose the teaching of written texts in English as a foreign language, through a didactic sequence, from the translation of the news from a newspaper. It is proposed to work with the definition and characteristics of the news as a text genre and to approach the characteristics of journalistic translation, from a didactic perspective. Based on the study of translation in the classroom, the limitations in the use of didactic material and the lack of pedagogical approaches that encompass didactic translation, we have questions, such as: 1. How can we use translation in teaching of writing in English as a foreign language? 2. What are the linguistic and extralinguistic conditionings in the source text and the possible results in the translated text during the translation process? 3. How have the translation choices been made by the students in the production process of the text versions? 4. How can the translation of the news genre, through a didactic sequence, contribute to the teaching of writing in English as a foreign language? Through the study of the specificities of the genre and under the support of the principles of the didactic sequence, the main objective is to point out a pedagogical proposal for the teaching of languages and the use of translation in a foreign language classroom. It is necessary to emphasize that the study of text genres has become an increasingly multidisciplinary enterprise, since it includes an analysis of the text. Thus, this study is based on the contributions of the functionalist model by Christiane Nord for teaching and on the research from Dolz, Noverraz and Scheneuwly (2004). It is understood that the cultural context of the target audience of the text should be considered; therefore, the study of the genres should not only look at the linguistic aspects of the text, but also the extralinguistic conditionings. Language is emphasized as a means of interaction with a communicative purpose. When proposing a study based on the principles of the didactic sequence, the student is expected to participate in a metacognitive activity, stimulating him to be aware of his learning and to reflect on the strategies used and the choices made during the text construction process. So, the use of the didactic sequence is chosen because it allows the development of textual production, in a systematic way, in which the blocks of activities are related to each other, admitting that each step establishes a connection with the other. When considering the study of the news genre as mediator in the teaching and learning process of languages, it is worth mentioning the thinking about the teaching practice, while at the same time it aims to contribute to the teaching of foreign language, encouraging the use of the translation in room and the study of textual genres, through activities that involve didactic sequence. Tipo: Dissertação Sun, 01 Jan 2017 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86682 2017-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85690 Título: Análise descritiva da tradução da dublagem da animação “Enrolados” (2010) Autor(es): Santos, Rômulo Caíque Silva Abstract: Translation is a complex activity that requires not only linguistic skills but also cultural and contextual understanding. In the context of Audiovisual Translation (AVT), the focus is not only on the linguistic text itself but also on what is being presented to the viewer-meaning, what is present in the characters’ dialogues, narrations, or posters, as well as the images and soundtrack, with or without text, in addition to cinematography and other specific elements of this form of art. Dubbing translation for animated feature films is a specific area within AVT that requires special care to ensure that the content is appropriate and understandable for the target audience, especially in the case of children’s animated films. In general, cartoons in Brazil tend to have dubbing centered on the target audience, creating a domesticating character, primarily so that children feel engaged and have no difficulty understanding. Another challenge lies in the songs from the soundtrack, common in this film genre, which are usually dubbed and often play a prominent role. Consequently, it is relevant to analyze how these translations are performed, which procedures are adopted, and, especially, how challenges are overcome. The overall objective of this work is to investigate the translation for the dubbing of the animated film “Tangled” (2010) into Brazilian Portuguese. To achieve this goal, the specific objectives are: (1) to conduct a literature review on the translation of dubbing for children's animated films, particularly musicals; (2) to provide an overview of research on the topic; (3) to analyze and describe the translation strategies for character names and toponyms; (4) to analyze and describe the translation of songs. To achieve these objectives, we draw on descriptive studies by Lambert and Van Gorp (1985), Toury (1995), and Low's Pentathlon Approach (2005). Tipo: Dissertação Mon, 01 Jan 2024 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85690 2024-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85496 Título: A tradução de sinais em Libras para o português sob a ótica da psicolinguística Autor(es): Rebouças, Francisca Bianca Barbosa Farias Abstract: This study investigated the cognitive processes involved in translation between the Brazilian Sign Language (Libras) and Brazilian Portuguese language pair, from a psycholinguistic perspective. Translation between Libras and Portuguese involves specific competencies, given that they are languages of different modalities. The general objective of this study was to investigate lexical access in Libras-Portuguese translation by Libras interpreters through response time and accuracy measures. Using a quantitative experimental approach, an experiment was constructed with a corpus of 40 Libras signs, characterized as real and unreal. A hand configuration was selected as a parameter to be subjected to variation and form the unreal signs. Substantive signs without semantic relation were selected. For sign validation, the Capovila trilingual dictionary (2002) and the INES online dictionary (n.d.) were used. The research was conducted online using the PsyToolkit tool (STOET, 2010, 2017). The 70 participants performed two tasks: one lexical decision task and another multiple-choice translation task, where they viewed three translation options and had to choose the correct item. After completing the tasks, the collected data on response time (in milliseconds) and accuracy were processed using the R-Studio tool. In the lexical decision task, the analysis showed significant differences between the experimental conditions (real and unreal) regarding response time and accuracy, indicating that understanding Libras (Brazilian Sign Language) involves complex processing, and that cognitive effort increases when the sign does not belong to a known linguistic system, thus strengthening Libras' status as a natural language with all its linguistic parameters. The analysis of the multiple-choice translation task showed a significant difference between the conditions only for accuracy, but not for response time. This result partially confirms the initial hypothesis that participants would require more response time when translating real signs when these signs were seen in the unreal condition during the first task. It is worth highlighting the relevance of this research, given the scarcity of studies on cognitive processing in translation between Libras (Brazilian Sign Language) and Portuguese, especially from a psycholinguistic perspective. Understanding these processes is fundamental to improving the training of translators and interpreters, and to contributing to theoretical advancements in Translation Studies and Psycholinguistics applied to sign languages. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85496 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85326 Título: Crenças de professores de língua inglesa sobre a tradução em sala de aula: um estudo comparativo entre ensino regular e cursos livres Autor(es): Silva, Fábio Alves da 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. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/85326 2025-01-01T00:00:00Z