Textes traduits dans les manuels de littérature de l’enseignement secondaire en Grèce
Abstract
Notre étude se propose d’examiner la présence de textes littéraires traduits dans les manuels scolaires destinés aux classes du secondaire en Grèce et édités par l’Organisme d’Édition de Livres Didactiques (OEΔΒ) pendant toute la période de son existence (1937-2012). Plus spécifiquement, nous mettons en évidence la position de la littérature traduite à l’intérieur des manuels, son rapport explicite ou implicite à l’histoire de la Grèce, aux textes de la literature nationale ou aux courants littéraires ainsi que la place qu’occupe le texte traduit en tant que texte qui présuppose l’existence d’un original et d’un traducteur. Nous nous interrogeons sur l’audibilité de la voix de ce dernier et sur la mise en évidence de sa démarche. Si la literature traduite devient, à partir de 1998, sous le nom de « littérature européenne », une matière à part dans les programmes d’études, elle demeure toujours un cours optionnel et par là marginal. Force est de constater que la fonction et le rôle de la traduction et du traducteur ne sont pas exploitées dans toutes leurs potentialités. The aim of this paper is to examine the presence of translated literary texts in Greek
secondary school textbooks, published by the Organization for the Publication of Educational Books (ΟΕΔΒ), covering the period since its foundation in 1937 to the year 2012. More specifically we highlight the position that translated literature holds in these textbooks, its explicit or implicit relationship to Greek history, literature or literary movements, and the particular place of translated texts as texts that presuppose the existence of an original text and a translator. An important issue raised in this paper is whether the translator’s “voice” is audible and whether his/her strategies are made evident. The fact that since 1998 translated literature has become, under the title of European literature, a subject on its own in secondary school syllabuses, does not change its status as an optional and therefore marginal course. Therefore one must conclude that neither the function nor the role of translation or the translator is exploited to their full potential.
secondary school textbooks, published by the Organization for the Publication of Educational Books (ΟΕΔΒ), covering the period since its foundation in 1937 to the year 2012. More specifically we highlight the position that translated literature holds in these textbooks, its explicit or implicit relationship to Greek history, literature or literary movements, and the particular place of translated texts as texts that presuppose the existence of an original text and a translator. An important issue raised in this paper is whether the translator’s “voice” is audible and whether his/her strategies are made evident. The fact that since 1998 translated literature has become, under the title of European literature, a subject on its own in secondary school syllabuses, does not change its status as an optional and therefore marginal course. Therefore one must conclude that neither the function nor the role of translation or the translator is exploited to their full potential.