Tradução de provérbios como ferramenta de auxílio ao ensino e aprendizagem de língua inglesa: uma proposta de sequência didática.

Abstract

The English language teaching has sought a methodology that matches with current communication needs because of this, it has been undergone some reformulations and questioning in recent years. One of them is related to the use of translation within the classroom, which is often disregarded by the different teaching methods and approaches, such as the Direct Method, Audiolingual, Reading, Communicative, etc. That´s why, the main objective of this work is to defend the use of the didatized and contextualized translation as a tool to help the teaching and learning of the English Language, making use of the translation categories proposed by Jakobson through a suggestion of didactic sequency of activities centered in the proverb genre. To accomplish this purpose, We initially bring some theoretical discussions about how the translation is viewed within the different teaching methods and approaches of foreign language, the advantages of using it within the English language classroom and its use according to the Functionalist Theory, based on ideas of Leffa (1988), Richards and Rodgers (1999), Romanelli (2006/2009), Branco (2009/2011/2012) among others. Next, I present the textual genre in focus, the proverb, discussing its conceptualization, characterization, transculturality, benefits for language teaching and connection between culture and language made by them, based on Succi (2006), Vellasco (2000), Xatara and Succi (2008), among others. In the end, I propose a didactic sequencing of activities based on the model of Schneuwly, Dolz and Noverraz (2004), as a way to approach in practice all the theoretical exposition. These are activities that involve the three categories of translation, proposed by Jakobson (2007) and focused on the highlighted textual genre.