Bibliographic record
Abstract
This entry encapsulates the translation tradition at the continental level. It first delimits its scope by discussing the various names used to describe the region and its peoples, depending on the adopted approach: geographical, political or historical. It then clarifies the designation of the inhabitants and the chronology to be used to tackle the problem and adapt it to translating activities in the region. The history of translation in Latin America is generally considered to begin with the encounter between the indigenous peoples and the Europeans. We believe it did not begin in 1492. Indigenous peoples did not all speak the same language. They had certainly established contacts among themselves and those exchanges required specific modes of translation. The entry concludes by arguing that the most appropriate approach to the subject matter is to examine the agents of translation on the continent since this translation tradition originated with individuals and collective agents in specific locales. It acknowledges previous studies whose aim it is to comprehensively examine Latin American translation. This contribution adopts an adjusted classification of the five main periods of the continent’s history. The first period addresses the reality of the continent before the encounter with the Europeans and some of its modes of expression. The second period comprises the Encounter in 1492 until the fall of the Inca Empire in the mid-16th century, a period of intense translation activity, mainly interpreting. The third period, much longer than the earlier ones, is that of colonization, occurring sometime between the mid-16th century and the end of the 18th century. It considers the active role translation played in the evangelizing work of the Spanish and Portuguese missionaries. Special attention is given to the very first chroniclers and writers. The fourth period—from emancipation until the mid-19th century—introduces the agents who, through the translation of political and philosophical documents, brought about emancipation and independence in the different countries of the continent. The last period begins after the Wars of Independence and the rise of the new republics and continues up to the present. The entry concludes with a look at some major agents and main research groups.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.530 | 0.009 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".