Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Singable translations of lyrics can lead to rich cultural exchanges and, at the same time, demand a special creativity. Although there are numerous elements to consider to achieve a successful version, many critics believe that one must find a domestication faithful to the semantics of the song and thus a singable equivalence. Nevertheless, a generative translation (Bradford, 2013) may provoke greater growth of the original expression and infinite pleasure. Two exampleswill be analyzed: one from Brazilian music and the other from Juan Gelman’s Com/posiciones.

A tradução da poesia italiana foi muito importante ao longo do século XX, a partir de nomes que deixaram suas marcas e abriram um diálogo com outras culturas. É possível lembrar de Giuseppe Ungaretti, Eugenio Montale, Umberto Saba e também Andrea Zanzotto, Giorgio Caproni. A primeira dé- cada do novo milénio viu a circulação de uma série de antologias poéticas e de novos volumes de poemas. Neste ensaio, propõe-se uma leitura pontual de Páscoa de neve de Enrico Testa, a partir da publicação da edição brasileira em 2016.

An argumentative–notional poem by Janet Frame is the basis for the analysis of domestication vs foreignization to define translation as a creative act. Benjamin’s image of the circle is used to reflect on the performative nature of translation as well as a platform for understanding the interstices in cultural translation. Contrastive method (source text–version) is applied from a translation theory perspective. An interpretative-didactic illustration achieved in the literature classroom is added to the analysis.

Los trabajos de la memoria en las escuelas constatan elaboraciones complejas por parte de sus agentes, así como una vinculación igualmente densa con los contextos en los que se desarrollan. Aprehender esta complejidad es un desafío para quienes los investigamos. A través del análisis de las producciones escritas de dos grupos de estudiantes secundarios en una escuela pública y otra privada del centro de La Plata, propongo una exploración de las mediaciones entre jóvenes y pasado reciente, y sus representaciones sociales. La definición de categorías y el estudio cualitativo y cuantitativo de sus relaciones en la dimensión interpretativa y justificativa muestran primeramente la persistencia de la cultura escolar y un marco de referencia nacionalista y formalmente liberal. En segundo lugar, se aprecian identificaciones, apropiaciones, determinadas actitudes políticas y vínculos originales con las memorias emblemáticas, y finalmente también la contraposición entre escuelas de distinta titularidad. Con ello, contemplo los trabajos de la memoria desde el terreno específico desde el que se construyen y no sólo desde los valores de los investigadores respecto de los objetivos de democratización, que son necesarios pero no suficientes.

This article aims to present the results of a research that analyzed the conceptions about history teaching and teacher education reflected in the actions of the PIBID (Institutional Program for Initiation to Teaching Grants) groups in History, in the State of Paraná, in Brazil, from 2011 to 2017. For this purpose, the research sources were the institutional subprojects sent to CAPES, the academic productions of the participants, and the content of the websites/ blogs/ fanpages. These sources were analyzed through the policy cycle approach (context of influence, context of text production and context of practice), showing that of the fifteen subprojects, there are similarities and dissonances between theoretical and methodological approaches; distinct preponderant themes (cross-cutting themes, African and Afro-Brazilian history, indigenous history, local history, and contents foreseen in the supervisors' annual planning), and different conceptions about PIBID. As main results, it was possible to perceive the role of the coordinators in the execution of PIBID, since it did not have a single determination arising from the text of the educational policy, and the different conceptions of Teaching History, even within the same State, as well as their possibilities and limitations as public educational policy.

Este ensayo reflexiona sobre el sentido de la disciplina de la historia en el mundo posmoderno y sobre sus posibilidades pedagógicas en el entorno educativo, de manera que a lo largo de este artículo indagamos en la renovación de la actividad docente dentro de la asignatura de Historia. Para ello diseñamos una propuesta didáctica que se fundamenta en la didáctica crítica y en el aprendizaje participativo por lo que implementamos la metodología situación-problema. Esta propuesta pretende fomentar habilidades hermenéuticas en el análisis de las fuentes y de las representaciones para abordar los hechos del pasado. En base a ello desarrollamos el pensamiento histórico y las competencias cosmopolitas críticas en el alumnado. Ensayamos nuestra propuesta didáctica en un curso de 4 de ESO, dentro del sistema educativo español, para posteriormente valorar sus resultados.

As part of personal interests to study the world of railway work and with the concern of articulating my research with my teaching task I intend to discuss the periodization that on the so-called ‘history of the Argentine railway system’appears in the secondary schools of the province of Santa Fe where I work. In this article I will review the speeches and stories that simplify a history of the train in Argentina based on the way some school manuals deal with the subject. Then I will expose the lines of research that contribute to study the world of railway work and privilege the social dynamics existing in local spaces. Thirdly, I will recover a teaching and intervention experience in the community carried out in the city of San Cristobal, Santa Fe province, which presents an interesting approach to the railway issue that favors the problematization and critical thinking of students.

This study is about the representations of the rhythms of change in the process of teaching/learning of high school students. Both historical time and the rhythms of change are paramount to understanding temporality. Current contexts are marked by their accelerated changes and their constant contradictions. To be able to read the world requires not only aspects of connection and integration, but also evidence of conflicts, the contradictions and differences that coexist in human groups. The methodology is qualitative in nature with a mixed design, the instruments used correspond to: questionnaires, personal narratives and curricular documents. Among the results we can mention the linear and irreversible representation of time continues to have as a consequence of curriculum that emphasizes the chronological aspects of historical time. However, 95.6% of the student recognizes the change and easily associates it with those transformations of rapid duration on a personal level. In the field of global history, the curriculum considers the different scales to deal with the contents (local, regional and global) however the temporal interrelations are limited to a single understanding: the European one.

In everyday life, people experience social problems in an integral way, not in a fragmented way. The same does not happen in teaching. That is why it is important to promote other rationalities that make it possible to build other educational practices. Interdisciplinarity invites to establish non-hierarchical and collaborative relationships, which venture new learning opportunities, in which reflection on social problems can guide the articulation of a reality that is complex.Within this framework, the purpose of this writing is to offer -from an epistemological and methodological reflection originated in the contribution of diversity of readings and situated experiences- clues to think about an interdisciplinary approach in the teaching of social and human sciences. We recover the interdisciplinary perspective to focus on one of its components: complex thinking that is characterized, fundamentally, by being relational and undisciplined and that develops in constant reflection that allows us to make decisions, in our case, about science education social and human from social problems.

Since 2006, the education of imprisoned people was added as a modality of the formal education system under the regulation of the National Education Law 26.206. In light of these new circumstances, theoretical frameworks were needed in order to understand deeply the different issues in these spaces.This paper has the purpose of analyze how the peculiarities of confinement contexts allow understanding the difficulties that students show when studying history. The institutionalized educational practices developed in the high level education Center 460 will be taken as a point of departure. This school institution, which started its activities in 2011, is located in the Greater Buenos Aires penitentiary complex and depends on the government of the province of Buenos Aires. Although this educational space is a unique and particular case, its analysis allows the identification of general keys, signs and symptoms related to the functioning of educational institutions in the context of confinement in general.