Acceso usuarios
Este estudio compara los textos italianos de las ediciones de 1568 y 1569 de los Dialoghi de Massimo Troiano, publicadas en Venecia por Alfonso de Ulloa. A partir del cotejo textual se analizan las operaciones de supresión, simplificación y reorganización estilística que modifican profundamente la naturaleza de la obra, transformando el relato cortesano de 1568 en un texto de orientación didáctica destinado al aprendizaje del español en Italia. Estas variaciones se interpretan como expresión de estrategias editoriales y pedagógicas propias de la Venecia del siglo XVI, en un contexto de intensa circulación cultural entre Italia y España. El análisis permite situar los Dialoghi en el marco de la tradición lingüística, editorial y traductiva que configuró un espacio ítalo-hispano de intercambio durante el Renacimiento.
This study examines the second edition of Dialoghi by Massimo Troiano, published in Venice in 1569 and edited by Alfonso de Ulloa, on the basis of a comparison with the first version from 1568. The analysis focuses on the processes of suppression, simplification, and stylistic reorganization that transform the nature of the work, shifting it from a courtly narrative to a text with a didactic purpose aimed at the learning of Spanish in Italy. These transformations are interpreted as the result of editorial and pedagogical strategies characteristic of sixteenth-century Venice, within a broader context of intense cultural exchange between Italy and Spain. The paper thus situates the Dialoghi within the linguistic, editorial, and translational tradition that helped shape an Italo-Hispanic sphere of cultural interaction during the Renaissance.
This study examines the second edition of Dialoghiby Massimo Troiano, published in Venice in 1569 and edited by Alfonso de Ulloa, on the basis of a comparison with the first version from 1568. The analysis focuses on the processes of suppression, simplification, and stylistic reorganization that transform the nature of the work, shifting it from a courtly narrative to a text with a didactic purpose aimed at the learning of Spanish in Italy. These transformations are interpreted as the result of editorial and pedagogical strategies characteristic of sixteenth-century Venice, within a broader context of intense cultural exchange between Italy and Spain. The paper thus situates the Dialoghiwithin the linguistic, editorial, and translational tradition that helped shape an Italo-Hispanic sphere of cultural interaction during the Renaissance.
