Voices, Archives and Contexts: Some Problems Concerning the Editing of Lectures
Editing professors’lectures is a complex task that requires multiple conceptual and methodological considerations. The heterogeneity of preserved materials —manuscript notes, students’ notebooks, sound recordings, and transcriptions— complicates the relationship between the available sources an...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2025
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/15109 |
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Editing professors’lectures is a complex task that requires multiple conceptual and methodological considerations. The heterogeneity of preserved materials —manuscript notes, students’ notebooks, sound recordings, and transcriptions— complicates the relationship between the available sources and the actual production of the lectures, raising questions about how to approach the teaching practice of critic‒professors in Argentine universities and within different historical-institutional contexts. In this sense, the article does not aim to provide conclusive answers or to establish normative criteria applicable to all editorial processes, but rather to critically problematize the possible ways in which the edition of university lectures can be conceived. The central hypothesis argues that editing entails, simultaneously, an operation of interpretation and intervention upon the sources. This involves an unavoidable negotiation between two dimensions: on the one hand, the preservation of the conceptual argumentation developed by the professor; on the other, the inscription of the performative and contextual situation in which the lecture took place. For this reason, editing must be understood as a dialectical practice where the expository‒argumentative and the contextual dimensions intertwine, requiring a critical exercise of selection between what is preserved and what is excluded.
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