TERMINOLOGICAL-DISCURSIVE APPROACH: FOR THE RESCUE OF TERMINOLOGY AND TERMINOGRAPHY IN THE TEACHING AND LEARNING OF LANGUAGES FOR SPECIFIC PURPOSES IN THE BRAZILIAN CONTEXT

ABSTRACT The aim of this text is to present some reflections on a proposal for an approach to Language Teaching and Learning for Specific Purposes, in order to rescue the relevant role of Terminology and Terminography for the learner of this type of teaching. The terminology has as its initial point the 1930s of the 20th century, especially from the doctoral thesis of the Austrian engineer Eugen Wüster. The Teaching of Languages for Specific Purposes, in turn, emerged three decades later together with the Communicative Approach and is established itself in the second half of the 20th century in the movement called English for Specific Purpose. In this first phase, the relationship between the two areas was quite explicit, because this teaching modality was centered on the lexical and grammatical record specific to the learner’s area. Through a literature review, such as Cabré (1999, 1993), Barros (2004), Gómez de Enterría (2009), Hutchison and Waters (1987); Aguirre Beltrán (2012), Ramos (2019), Dolz; Noverraz and Schneuwly (2004), we present a proposal, called “Terminological-Discursive Approach (ATD)”, of interdisciplinary character, which starts from the analysis of the learner profile, with needs and uses of the language in specific contexts, in which textual genres that are also specific circulate. Thus, we present some principles of ATD based on concepts such as “use of languages in specialized contexts”; “specialized textual genres” and “communicative-specialized competence”. In this way, we hope to contribute to the “revival” of Terminology and Terminography as sciences that can contribute productively to the Teaching and Learning of Languages for Specific Purposes (EALFE).