Tradução funcionalista e variação linguística: o uso de sequência didática no ensino de línguas

Abstract

In the context of the approach of the linguistic variation of Spanish and the use of Functionalist Translation in Foreign classes, this article aims to report the results of the application of a Didactic Sequence (SD), in the style of the Geneva School, Hispanic plays for the teaching of linguistic variation in the pronominal treatment forms of the Spanish-Portuguese Brazilian language pair. SD was applied in the subject Introduction to Translation Studies in Spanish Language (2nd semester), offered by the course in Letters - Spanish and its Literatures, of the Federal University of Ceara. This article was based on the theoretical foundations of Functionalist Translation (NORD, 1994, 1996, 2009, 2012), Translation and Sociolinguistics (BOLANOS-CUELLAR, 2000; MAYORAL, 1998), elaboration of SD (DOLZ; NOVERRAZ; SCHNEUWLY, 2004; CRISTOVAO, 2010; BARROS, 2012) and research on the variation in the forms of treatment of Spanish and Portuguese (FONTANELLA DE WEINBER, 1999; SCHERRE et al, 2015).