O ensino da produção escrita em língua inglesa a partir da tradução funcionalista do gênero notícia

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.