Resumo A partir dos resultados de uma pesquisa online realizada com aprendizes de alemão no Brasil sobre suas experiências com legendagem, na qual a série Dark se destacou como sendo mais conhecida, constatou-se que as legendas em português são consideradas pelos aprendizes um recurso útil para a aprendizagem autônoma fora do contexto de sala de aula. O presente artigo tem como objetivo analisar a tradução para legendagem e dublagem da primeira temporada da referida série a fim de constatar as diferenças entre elas e quais seriam as características do texto proposto pela legendagem, diante das discussões sobre as supostas perdas sofridas no processo de tradução para legendagem (FOIS 2020: 222-223). Após a análise das traduções da série Dark e da discussão teórica sobre as diferenças entre tradução para dublagem e tradução para legendagem, concluiu-se que, apesar do caráter mais conciso e de menos oralidade da tradução para legendagem, as legendas podem ser uma base para a comparação com o texto do áudio original e auxiliar assim no trabalho autônomo de aprendizagem de vocabulário.

Abstract Based on the results of an online survey conducted with German learners in Brazil about their experiences with subtitling, in which the series Dark stood out as the most popular, it was found that subtitles in Portuguese are considered by learners a useful resource for autonomous learning outside the classroom context. This paper aims to analyze the translation for subtitling and dubbing of the first season of the aforementioned series in order to verify whether there are significant differences between them and what would be the characteristics of the text proposed by subtitling, in view of the discussions about the supposed losses suffered in the process of translation for subtitling (FOIS 2020: 222-223). After analyzing the translations of the Dark series and the theoretical discussion about the differences between translation for dubbing and translation for subtitling, it was concluded that, despite the more concise character and less orality of the translation for subtitling, subtitles can be a basis for comparison with the original audio text and thus aid the autonomous work of vocabulary learning.

Abstract This article aims to stress the importance of Phonetics in German teachers' instruction in Brazilian universities. First, it discussed the role of Pronunciation Teaching in teaching a foreign language after the Common European Framework of Reference for Languages. Furthermore, the concept of accent and its influence and relevance when learning a foreign language is discussed. Finally, some strategies are presented in order to ensure consistent phonetic instruction in Brazilian universities.

Zusammenfassung Das Ziel dieses Beitrags ist es, die Notwendigkeit der Aussprachevermittlung in der Deutschlehrerausbildung an brasilianischen Hochschulen zu unterstreichen.Der Beitrag präsentiert zuerst eine Diskussion über die Rolle der Aussprachvermittlung im Fremdsprachunterricht in den Zeiten nach dem Gemeinsamen Eurospäischen Refernzrahmen. Darüber hinaus wird der Begriff Akzent sowie dessen Einfluss bzw. Relevanz beim Erlernen einer Fremdsprachethematisiert. Anschließend werden einige Herangehensweisen vorgeschlagen, um die Phonetikarbeit an brasilianischen Hochschulen konsequent durchzuführen.