La traducción como otro panorama para la pedagogía

Abstract

In the present article we review the pedagogical project of Paulo Freire, to question certain aspects of his theory, namely: the figure of teacher presented as a justification for intervening in the others’ life; his notion of progress; the primacy of literacy over other forms of knowledge transmission. Facing the critique to Freire’s project we propose the task of translation as an alternative to the problem of vernacular emancipation. Within the field of heteronomous ethics, established by Emmanuel Levinas, we can problematize language from the following aspects: orality and writing; language as heritage; translation as resistance. This critique attempts to propose translation as another panorama for pedagogy.