Translation Portfolio

Abstract

In this paper, based on the findings of the first author’s dissertation, we seek to expand the concept of assessment through the Portfolio, adding to the process a practice that has been gaining strength in the post-method era (Kumaravadivelu, 2006) - the translation practice (NORD, 2012) - used in a planned and systematic way (Liberatti, 2012). To this end, we prepared and applied a didactic sequence (Dolz; Noverraz; Schneuwly, 2004; Miquelante; Cristovão; Pontara, 2020), based on the teaching of Languages under the bias of Sociodiscursive Interactionism (Bronckart, 2007), in a context of higher education (Languages and Literature course), where the activities of the modules focus on the translation from the English language to Portuguese of a poem, carried out by the teachers-in-training. The collection of these activities provided the data for a qualitative analysis and the data generation tools for this work are: a) translation portfolio of activities; and b) the didactic sequence created by the authors. This study resulted in evidence of linguistic development and mobilization of language resources in translation activities, thus placing translation activity as a relevant production to compose the assessment portfolio.