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Translating Ovide decroly's ideas to Brazilian teachers

(2015) PAEDAGOGICA HISTORICA. 51(6). p.744-767
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Abstract
This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly's ideas in Brazil through the translation of his books and that of Amelie Hamaide into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly's ideas to be applied in Brazilian schools? Did the translation of Decroly's and Hamaide's books play an innovative role in Brazilian society? Did the release of these books bring about changes, and did it stabilise and legitimise discourses that were already present in Brazil? Who were the translation agents of those books? First, discussions concerning travelling knowledge and cultural translation, as well as translation and the role of translation agents, are introduced. The translated books and their (production) contexts are then presented, comparing and analysing the source books and the translations. The analyses aim at understanding this journey and answering these questions, and it will be shown that Decroly's ideas were torn apart into pieces of knowledge gaining life and autonomy throughout the journey, and turning into facts. It is advocated that his ideas were appropriated as indigenous foreigners in Brazil.
Keywords
Decroly, cultural translation, appropriation, new education, EDUCATION

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Chicago
Arce Hai, Alessandra, Franky Simon, and Marc Depaepe. 2015. “Translating Ovide Decroly’s Ideas to Brazilian Teachers.” Paedagogica Historica 51 (6): 744–767.
APA
Arce Hai, A., Simon, F., & Depaepe, M. (2015). Translating Ovide decroly’s ideas to Brazilian teachers. PAEDAGOGICA HISTORICA, 51(6), 744–767.
Vancouver
1.
Arce Hai A, Simon F, Depaepe M. Translating Ovide decroly’s ideas to Brazilian teachers. PAEDAGOGICA HISTORICA. London: Routledge/Taylor&Francis; 2015;51(6):744–67.
MLA
Arce Hai, Alessandra, Franky Simon, and Marc Depaepe. “Translating Ovide Decroly’s Ideas to Brazilian Teachers.” PAEDAGOGICA HISTORICA 51.6 (2015): 744–767. Print.
@article{5918521,
  abstract     = {This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly's ideas in Brazil through the translation of his books and that of Amelie Hamaide into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly's ideas to be applied in Brazilian schools? Did the translation of Decroly's and Hamaide's books play an innovative role in Brazilian society? Did the release of these books bring about changes, and did it stabilise and legitimise discourses that were already present in Brazil? Who were the translation agents of those books? First, discussions concerning travelling knowledge and cultural translation, as well as translation and the role of translation agents, are introduced. The translated books and their (production) contexts are then presented, comparing and analysing the source books and the translations. The analyses aim at understanding this journey and answering these questions, and it will be shown that Decroly's ideas were torn apart into pieces of knowledge gaining life and autonomy throughout the journey, and turning into facts. It is advocated that his ideas were appropriated as indigenous foreigners in Brazil.},
  author       = {Arce Hai, Alessandra and Simon, Franky and Depaepe, Marc},
  issn         = {0030-9230},
  journal      = {PAEDAGOGICA HISTORICA},
  keyword      = {Decroly,cultural translation,appropriation,new education,EDUCATION},
  language     = {eng},
  number       = {6},
  pages        = {744--767},
  publisher    = {Routledge/Taylor\&Francis},
  title        = {Translating Ovide decroly's ideas to Brazilian teachers},
  url          = {http://dx.doi.org/10.1080/00309230.2015.1021361},
  volume       = {51},
  year         = {2015},
}

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