Petrou TS e HS

 

Petrou, G. Translation Studies and the History of Science: The Greek Textbooks of the 18th Century. Sci Educ 15, 823–840 (2006). https://doi.org/10.1007/s11191-005-0960-9

Translation is a significant aspect of the history of the book. A history of translation is not necessary for translators only; it is instrumental in translation scholarship, in general. An increased interest in the history of translation has been shown by historians since the 1980s. Strictly linguistic theories of translation have been replaced by the view that translation should be considered in its cultural, historical and sociological context.1 [1 See Baker (2001), Oloham (2000), Chesterman (2000), Gutt (2000), Pym (1998), Robinson (1997), Delisle & Woodsworth (1995), Vermeer (1992), Steiner (1975, 1992), Bassnett (1980, 1991) and Kelly (1979)] Nonetheless, it is mainly the history of literary or religious translation that has attracted much attention. Other types of translation, like the scientific and technical, have not been studied to the same extent. Very few historians of science have looked systematically at the issue of translation as worth studying in its own right.2  [2 See Montgomery (2000), Rupke (2000), Wright (2000) and Bono (1995). Additionally, the reader can find references to the relation of a study of translation practices to history of science in Lundgren & Bensaude-Vincent (2002). Furthermore, Irina Gouzevitch’s contribution to the present volume offers a rich account of the translation activity in Russia in the early 18th century. Also in the present volume, Anders Lundgren and Gabor Pallo discuss important issues related to translation.] Why is the picture in history of science not as rich as in literary studies? It has been assumed that the language of science could be seen as a universal language. Moreover, whenever there has been a discussion on translation within history of science, this discussion was mostly related to statistical information, such as, ‘‘how many books were translated’’, or, maybe, ‘‘which books were the most popular and the most frequently translated’’ 823

Afirma que muitas vezes houve adaptação não tradução, mostrando a grande lacuna entre o contexto de produção e de leitura da obra.

Mostra autores do 19 criticando as belle infideles e favorecendo a tradução palavra por alavra, o seja, a fideliade. Interessante para a abordagem de Darwin.

Metodologia de Oloham coloca o tradutor no centro de tudo e leva em conta suas limitações, parece casar bem com o Collins. Adaptação tem um skopos, ou propósito legítimo, mas difere da tradução propriamente dita.

Também faz um casamento entre TS e Reception studies.

Descreve o contexto de produção e consumo dos textos de ensino na comunidade grega no século xviii e xix, mostrando que grande parte do material produzxido e utilizado em escolas eram traduções e compilações para o grego e não originias. Eugenius Voulgaris (1716-1806) foi o principal persongaem na reestruturação do sistema de educação grego e da introdução de traduçções, inclusive bolou uma teoria de tradução [na qual advogava pelo uso de notas de contextualização e correção. Harmoniza com a ideia Krupke de trad cientifica quanto a correção].

Gobdelas afirmava que o trad deveria ser bem versado em ambas as línguas e conhecimento do material traduzido. Também deveria ter consciêcia das necessidades do público leitor.

Esses dois gregos intervbinham nos textos e não buscavam fidelidade. As versões traduzidas eram maiores ou menores segundo a vontade dos tradutores.

[...]  their task required great responsibility, since their selections from a vast range of books of the age would define the kind of knowledge that would be provided in the Greek schools.  835

A educação clássdica era bastante aliada a igreja ortodoxa. Outra maneira na qual a religião e aciêcnai sd entremearam pela históra.

Conclusão: The practice of translation in the Greek geographical and intellectual space was not an algorithmical process. As I see it, a study of translations indicates the extent to which the local circumstances and the interests of the translators themselves were involved in the meanings and purposes of the translated texts. Having experienced the state of flux concerning the new learning in Western and Central Europe of the 18th century, the Greek scholars reorganised Greek education via the establishment of schools and the translation of a significant number of books into Greek. Nevertheless, their aim was not to replace the philosophical and theological tradition, but to achieve continuity in the process of the assimilation of the new knowledge. This became obvious in their choices of particular books for translation and the way they produced the translations that they distributed as textbooks. In brief, by discussing the translations of two Greek scholars, I hope I have shown that a study of the history of translation demonstrates why and how the new learning was received within the specific Greek context. I also hope that this paper will provide the incentive for further research on the history of translation, which will widen our understanding of the appropriation of developments in philosophy and science in those local spaces where translators – rather than authors of original works – played a leading role in affecting education. 837-8