Abstract
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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callSimilar Papers
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
