Tradução como ferramenta de ensino-aprendizagem de língua inglesa no instagram: uma reflexão sobre a potencialidade dos posts

• Ano de defesa: 2025
• Autor(a) principal: Freire, Nirla Maia
• Orientador(a): Barros, Silvia Helena Benchimol
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/80464

This master's research has been motivated by curiosity regarding the use of Instagram Posts for Foreign Language (FL) teaching purposes. The object of the investigation consists of Instagram posts translated into Brazilian Portuguese, containing multimodal resources, which corroborate the construction of the meanings. The objective of this research is to reflect and problematize on: the potential of didacticization of Instagram posts, in the teaching-learning process of the English language, due to the cultural and linguistic plurality they present, with special emphasis on multimodality and the use of translation; the potentialities of the use of functional translation in Instagram posts; some possible guiding principles in the understanding and elaboration of the posts for the teaching of foreign language (FL), more specifically, the teaching of the English language to speakers of Brazilian Portuguese, so that they become meaningful for the teaching-learning process. The study has been based on the hypothesis that posts are effectively useful resources for teaching when used from the perspective of functionalist translation, in any of the translation, intralingual, interlingual and/or intersemiotic modalities. We understand that the posts, used didactically, may help students to use functionalist translation movements (even if intuitively and without the theoretical subsidies of Translation Studies), throughout dialogue and debate in a authentic learning process (Pym, 2017). It is an applied nature research, with a qualitative approach, and an exploratory path, culminating with the reflection on the hypotheses initially put forward (Gil, 2017). The two main theoretical references pillars of the dissertation are: Translation Studies, contemplating Functionalist Pedagogical (Nord, 1991; Reiss; Vermeer, 1996; Alegre, 2002; Benchimol-Barros, 2017; Saldanha; Laiño; Melo; Pontes, 2020) and Linguistics Applied to English Language Teaching (Brown, 2007; Luz, 2010; BenchimolBarros, 2018). And we have established a dialogue with the assumptions of Multimodality (Kress, & Van Leeuwen, 2021), Didactic Transposition (Chevallard, 2001), and Meaningful Learning (Ausubel, 1968, 2000, 2003).