This text interlaces considerations about the relations between learning conceptions and learning conceptions in the school. Into a conception of learning as the transmission of information/knowledge, it is articulated a conception naturalized in language as a transparent and neuter code that intends to represent things. A conception of learning as construction/deconstruction would have, in its turn, as a correlate, a conception of learning as production of the world taken in its polysemous nature. The argumentation is based on the work of Gilles Deleuze who proposes that beyond the classic dimensions of language - manifestation, designation and signification - which ultimately contribute to language to be taken in its communicative function -, it has also to be considered the dimension of meaning/event.
learning; language; meaning