In the multilingual context of China, a classroom of Portuguese has increasingly taken up more space. In this environment, the confrontation between methodologies promoted debates on different techniques and their adequacy in terms of didactic effectiveness. This article aims to discuss the use of pedagogical translation in the teacher's discourse in classroom interactions of Portuguese as a Non-Native Language (PNNL), in order to contribute to teacher qualification and promote the joint construction of knowledge in classroom. For that, interactional sociolinguistics is a reference that brings a general perspective to investigate the role of pedagogical translation in classroom interaction, while Chesterman's (1997) classification of types of translation serves as a reference to categorize and discuss this discursive resource. In the treatment of data, we adopt principles of ethnographic microanalysis as a methodology, seeking to understand the interactive effects that the use of pedagogical translation strategies can create for the construction of knowledge and provide theoretical-practical tools for the reflection of teachers on their professional practice.