Pedagogical Poetics (Towards Teaching in Writreading)

Abstract

This text assumes an investigative role within the tradition of studies on the acts of creation in teaching. To this end, it has engendered aspects of the works of Roland Barthes to share the viewpoint of the need to uphold teaching composed of the poetic word – one which conveys knowledge as a complement to writing and never as a term of an ambiguity of the world. Thus, moving away from the law of meaning, it here claims the right to practice a specific pedagogical poetics: that of writing in the lineage of writing mutations operated by Sandra Corazza under the portmanteau writreading.