This question was closed without grading. Reason: No acceptable answer
Aug 19, 2010 15:45
13 yrs ago
1 viewer *
Spanish term
Spain
Native in: English (Variants: US South, US) 
Works in: Spanish to English, Catalan to English, German to English, and 1 more.
desborde reversivo
Spanish to English
Other
Education / Pedagogy
This is repeated throughout the text; if it's a term I haven't found it, and neither have I come up with a good formulation of my own. Any help appreciated. Here is a bit of context:
Lo primero que haremos es describir a qué nos referimos con ***desbordes reversivos***, dentro del trabajo de las pedagogías colectivas. El complejo trabajo de las pedagogías colectivas, como hemos visto, supone un trabajo intermedio entre diversas instituciones, discursos y agentes implicados en un aprendizaje colectivo y dialógico. Las políticas que ponen en juego producen continuos procesos de contaminación y de transferencia entre los diversos sectores profesionales, dándose lugar a acciones reversibles, es decir, a proyectos que se nutren tanto de la aportación de la educación a la práctica cultural, como viceversa, tal como ya se propuso en la propuesta de las jornadas de Acciones reversibles. Esta aproximación trata de entender cómo las pedagogías colectivas producen contaminaciones fructíferas entre la educación y el arte, que superan la tendencia, por un lado, de considerar la educación como un proceso que resta valor o degrada la calidad de la obra de arte y, por otro lado, el rechazo o la incomprensión de la capacidad crítica y experimental que ciertas prácticas o instituciones culturales pueden aportar al mundo educativo. Las acciones de las pedagogías colectivas intentan superar esta controversia, al dar lugar a ***desbordes reversivos*** (Villasante 2006).
Lo primero que haremos es describir a qué nos referimos con ***desbordes reversivos***, dentro del trabajo de las pedagogías colectivas. El complejo trabajo de las pedagogías colectivas, como hemos visto, supone un trabajo intermedio entre diversas instituciones, discursos y agentes implicados en un aprendizaje colectivo y dialógico. Las políticas que ponen en juego producen continuos procesos de contaminación y de transferencia entre los diversos sectores profesionales, dándose lugar a acciones reversibles, es decir, a proyectos que se nutren tanto de la aportación de la educación a la práctica cultural, como viceversa, tal como ya se propuso en la propuesta de las jornadas de Acciones reversibles. Esta aproximación trata de entender cómo las pedagogías colectivas producen contaminaciones fructíferas entre la educación y el arte, que superan la tendencia, por un lado, de considerar la educación como un proceso que resta valor o degrada la calidad de la obra de arte y, por otro lado, el rechazo o la incomprensión de la capacidad crítica y experimental que ciertas prácticas o instituciones culturales pueden aportar al mundo educativo. Las acciones de las pedagogías colectivas intentan superar esta controversia, al dar lugar a ***desbordes reversivos*** (Villasante 2006).
Proposed translations
(English)
| 3 | role reversals |
Meezermex
|
| 1 | transducer reversion |
Patricia Rosas
|
Proposed translations
15 mins
Patricia Rosas
United States
United States
Native in English
United States
servicios para autores académicos
Native in: English
Works in: Spanish to English, English
Related KudoZ points
:
90
transducer reversion
This is a sheer guess based on an article that cites Villasante 2006. The article is entitled "TRANSDUCERS: Collective Pedagogies and Spatial Politics" (see especially the last line of this excerpt):
In nature there are always energy peaks caused by transducers that facilitate the progress of life and its continual adaptation.
This term is also used in the theory of social networks (VillasanThis term is also used in the theory of social networks (Villasante, 2006). In this context, transducers act as triggers or catalyzers of social change, opening up new, more integral and sustainable possibilities of transformation that are inserted into the social fabric. They are at the same time multipliers generating exchange of knowledge and new forms of working among the social networks involved. From the viewpoint of social movements, transducer styles mediate and negotiate the political goals of a movement, facilitating the emergence of different energies according to the different aims and modes of action, so that new overspills and unexpected evolutions occur. Transducers work with the synergies of each given social movement and situation, opening up new, more complex and global possibilities for change, creating particular situations or operating as triggers, as well as generating exchange of knowledge and lifestyles among the agents involved. To use the words of Villasante, transducers therefore “want to be subjects that translate and also dynamise, that are involved in reversions, not seeking to close off any particular systematisation, but to open up new, more complex paths” (2006: 42).
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Note added at 16 mins (2010-08-19 16:02:25 GMT)
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Sorry: I messed up when I posted the excerpt but I hope it gives you an idea anyway (do look at the last line please).
In nature there are always energy peaks caused by transducers that facilitate the progress of life and its continual adaptation.
This term is also used in the theory of social networks (VillasanThis term is also used in the theory of social networks (Villasante, 2006). In this context, transducers act as triggers or catalyzers of social change, opening up new, more integral and sustainable possibilities of transformation that are inserted into the social fabric. They are at the same time multipliers generating exchange of knowledge and new forms of working among the social networks involved. From the viewpoint of social movements, transducer styles mediate and negotiate the political goals of a movement, facilitating the emergence of different energies according to the different aims and modes of action, so that new overspills and unexpected evolutions occur. Transducers work with the synergies of each given social movement and situation, opening up new, more complex and global possibilities for change, creating particular situations or operating as triggers, as well as generating exchange of knowledge and lifestyles among the agents involved. To use the words of Villasante, transducers therefore “want to be subjects that translate and also dynamise, that are involved in reversions, not seeking to close off any particular systematisation, but to open up new, more complex paths” (2006: 42).
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Note added at 16 mins (2010-08-19 16:02:25 GMT)
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Sorry: I messed up when I posted the excerpt but I hope it gives you an idea anyway (do look at the last line please).
1 hr
role reversals
Based on the context of this as well as other documents that use the term, it seems to me that it is talking about "role reversal."
For example in the last sentences of the text you gave it says, "producen contaminaciones fructíferas entre la educación y el arte, que superan la tendencia, por un lado, de considerar la educación como un proceso que resta valor o degrada la calidad de la obra de arte y, por otro lado, el rechazo o la incomprensión de la capacidad crítica y experimental"
I understand it to be saying that instead of education only being used to evaluate art (as though education itself was a thing apart from art), art itself has caused a change to the evaluation and critique method. Therefore, art has "reversed" its passive "role" of being judged to an active one that affects change to the method of evaluation. Art becomes slightly regimented with the styles of art divided into classes and recognizes a value system, and Education learns to be artistic in its critique of art and does not compare "apples to oranges" or in this case "abstract to romantic."
The perennial teacher, Education, becomes the student of art; and the free spirit, Art, conforms itself to classification. Their roles have reversed from what they would normally be -- thus the term "role reversal" not "role exchange."
I know that explanation was long and involved, but hopefully you understand what I'm trying to say.
For example in the last sentences of the text you gave it says, "producen contaminaciones fructíferas entre la educación y el arte, que superan la tendencia, por un lado, de considerar la educación como un proceso que resta valor o degrada la calidad de la obra de arte y, por otro lado, el rechazo o la incomprensión de la capacidad crítica y experimental"
I understand it to be saying that instead of education only being used to evaluate art (as though education itself was a thing apart from art), art itself has caused a change to the evaluation and critique method. Therefore, art has "reversed" its passive "role" of being judged to an active one that affects change to the method of evaluation. Art becomes slightly regimented with the styles of art divided into classes and recognizes a value system, and Education learns to be artistic in its critique of art and does not compare "apples to oranges" or in this case "abstract to romantic."
The perennial teacher, Education, becomes the student of art; and the free spirit, Art, conforms itself to classification. Their roles have reversed from what they would normally be -- thus the term "role reversal" not "role exchange."
I know that explanation was long and involved, but hopefully you understand what I'm trying to say.
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