A research idea that makes the educational language stutter: research-teaching of difference against the myth of castes

Abstract

The article deals with the first condition for the creation and updating of the idea of research-teaching of difference invented by Sandra Corazza, with which she rebelled against the national consensus that research is carried out in post-graduate studies – genesis of the myth that divides education into two castes: on the one hand, there are the rare intellectuals who research and, on the other, there is a large mass of professors who only teach. It defends, presents and exemplifies that the invention of the idea of research-teaching had as a condition a specific relationship with the pedagogical language: making it stutter by inserting in it the schizo-writing procedure, whose result was the production of dissonant effects to the consensus and the expansion of the language borders.