Experiencia y enseñanza de otras literaturas desde Argentina. Conjeturas en torno a una bifrontalidad.
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Escuela de Letras. Facultad de Humanidades y Artes. Universidad Nacional de Rosario
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El presente trabajo intenta
reflexionar acerca del lugar de la labor
docente de Otras Literaturas en
Argentina; entendiendo, en primer
término, que dicha actividad se
encuentra indefectiblemente ligada a
fenómenos de recepción, traducción y
a tradiciones de lectura que
necesariamente marcan la praxis. La
elección del concepto "Otras
literaturas", en lugar de la tradicional
denominación en términos de
“literaturas en lenguas extranjeras”
(concepto que surgió como resultado
de una intensa discusión entre quienes
fuimos organizadores del evento en el
que este trabajo se presentó: I Encuentro
de Estudios Latinoamericanos sobre Otras
Literaturas), respondió a la necesidad de
pensar lo Otro no sólo en tanto lo
ajeno o lo distinto sino también
(siguiendo a Lacan) en términos de lo
que constituye lo propio. Siguiendo esa
hipótesis, se propone una genealogía de
docentes marcados por una bifrontalidad, es decir, docentes que se
han ocupado tanto de la producción
crítica en torno a Otras literaturas
como a analizar corpus de la literatura
argentina. La labor docente de Otras
literaturas en Argentina necesariamente
repercute en numerosas ocasiones en la
creación de objetos críticos
trasversales, cuya formulación se
alimenta del cruce de perspectivas.
Cabe señalar, por último, que la
reflexión a la que este trabajo intenta
dar forma apunta a indagar sobre mi
propio (doble) posicionamiento como
docente en la cátedra de Literatura
Europea II e investigadora de
CONICET.
The present work attempts to reflect on the teaching role of Other literatures in Argentina, understanding, in the first place, that this activity is inevitably linked to reception and translation phenomena, as well as to reading traditions that determine the praxis. The choise for the concept “Other literatures”, in stead of the traditional denomination “foreign languages literatures” (concept that arouse from an intense debate among those of us who organized the academic event in which this work was presented: I Meeting of Latin American Studies on Other Literatures), respond to the need of thinking the Other not only in terms of something foreign or different but also (following Lacan) as something that constitutes the own. Following this hypotesis, the work proposes a genealogy of teaching figures marked by bifrontality, that is, teachers that have focused on the critical production about Other literatures as well as to a corpus of Argentinian literature. The educational work of Other literatures in Argentina often leads to the creation of transversal critical objects, whose formulations feed on crossing perspectives. Finally, it is worth mentioning that the reflection this work tries to shape aims at inquirinng into my own (double) positioning as a teacher of European Literature II and a researcher in the National Scientific and Technical Research Council (CONICET).
The present work attempts to reflect on the teaching role of Other literatures in Argentina, understanding, in the first place, that this activity is inevitably linked to reception and translation phenomena, as well as to reading traditions that determine the praxis. The choise for the concept “Other literatures”, in stead of the traditional denomination “foreign languages literatures” (concept that arouse from an intense debate among those of us who organized the academic event in which this work was presented: I Meeting of Latin American Studies on Other Literatures), respond to the need of thinking the Other not only in terms of something foreign or different but also (following Lacan) as something that constitutes the own. Following this hypotesis, the work proposes a genealogy of teaching figures marked by bifrontality, that is, teachers that have focused on the critical production about Other literatures as well as to a corpus of Argentinian literature. The educational work of Other literatures in Argentina often leads to the creation of transversal critical objects, whose formulations feed on crossing perspectives. Finally, it is worth mentioning that the reflection this work tries to shape aims at inquirinng into my own (double) positioning as a teacher of European Literature II and a researcher in the National Scientific and Technical Research Council (CONICET).
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