In the function of a physical, conceptual and operative text using the philosophy of difference and the theories of poetic and literary translation, we have advocated the following thesis: in educational terms, the concept of pure difference enables us to think of a didactics of translation. We have placed such didactics in the dramatic class scene, which is its practical and proximal zone of ongoing creation. The idea is that, despite adversities, we have insisted in educating because in that scene we can didactically machinate, with pleasurable, adventurous and adventuresome specificity. By translating original materials from art, science and philosophy, we have taken education to tradition, not by restoring the identical, but rather leading to the immersion of the divergent by means of choices and mediation, recollection and sign writing-reading. With the didactics of translation, we have transcreated culture and civilization, by differentiating their maps, in a clinical criticism of thinking, writing and reading, educating and living.
Philosophy; difference; didactic; translation; transcreation