Skopostheorie na sala de aula: Uma experiência multimodal mediada pela tecnologia dos aplicativos digitais

Silvia Helena Benchimol-Barros

doi:10.14393/LL63-v35n2-2019-4

Authors

Silvia Helena Benchimol-Barros Universidade Federal do Pará Author https://orcid.org/0000-0002-7177-1502

DOI:

https://doi.org/10.14393/LL63-v35n2-2019-4

Keywords:

Interlinguistic translation, Intersemiotic translation, Skopos theory, Digital apps, Genres

Abstract

This article describes a didactic activity performed in higher education context at Federal University of Pará, Bragança. The study was developed in the course ‘Translation and Interpreting in English language’. The intended goals were to introduce the postulates of functional translation by employing the Skopos theory model (VERMEER; REISS, 2013; NORD, 2006) and to reflect upon the issues related to technology and the use of digital graphic design applications to support interlingual and intersemiotic transpositions, thus enabling the elaboration of creative, multimodal texts of different scopes. Some notions of translation competence are revisited, with emphasis on the instrumental subcompetence (RISKU, 1998, 2010; WEINERT, 2001; HURTADO ALBIR, 2015; ALCINA, 2008; EMT, 2009). The results pointed to a preference for the apps Canva, Prezi, Flipsnack, Storyboard for the drafting of translated texts in double direction and distinct genres.

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