Abstract
This paper presents the issues of the SIS ACCE file in the translative education of difference. For research-teaching, it proposes the concepts of Spaces, Images, Signs (SIS) as levers to transcreate the curriculum; and the concepts of Author, Child, Curriculum, Educator (the ACCE unit) as operators of the translative didactics. It discusses the scientific objectification of the SIS ACCE block as practice, method and theory. It assumes a pure functionalism in order to distinguish the value of its use from its formation. It conceptualizes this file as a topological structure which works between readings and writings, didactical and curricular translations. It presents several understandings of the structure-file, and outlines a glossary of each of its seven elements. It concludes that, in the current phase, SIS ACCE has emerged as both a fact and a feat in our professional lives; hence, in the manner of Bashô, the place where the text finishes is where SIS ACCE starts – by pulling our hair while not pulling it out completely.
Keywords
SIS ACCE; file; translation; didactics; curriculum