Abstract
ABSTRACT Based on some discussions on the teaching performance of Gilles Deleuze, present in some recent francophone literature, this essay will seek to present some correlations between this Deleuzian teaching performativity and elements of the author’s philosophy. To this end, we will present a brief overview of the discussion found in a series of commentators, correlating them with conceptual discussions present in the Deleuzian and Deleuzian-Guattarian corpus. As a guiding hypothesis, we argue that Deleuze has a concern to philosophize from a sensitive rather than rational perspective, being impossible to understand his teaching practice without taking into consideration his appeal for a philosophical sensitivity.
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