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vol.34O “PACTO PELA EDUCAÇÃO” E O MISTÉRIO DO “TODOS”: ESTADO SOCIAL E CONTRARREFORMA BURGUESA NO BRASILUMA ANÁLISE DO DISCURSO DO ALUNO TRABALHADOR ACERCA DE SUA EVASÃO: CASO ESPECÍFICO DO CURSO DE MATEMÁTICA DA UEM índice de autoresíndice de assuntospesquisa de artigos
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Educação em Revista

versão impressa ISSN 0102-4698versão On-line ISSN 1982-6621

Resumo

AQUINO, Julio Groppa; CORAZZA, Sandra Mara  e  ADO, Máximo Daniel Lamela. IN FAVOR OF A POETIC TEACHING: DIDACTICS AS CREATION. Educ. rev. [online]. 2018, vol.34, e169875.  Epub 18-Jan-2018. ISSN 0102-4698.  http://dx.doi.org/10.1590/0102-4698169875.

This article aims at approaching theoretically the relation between didactics and creation, by proposing teaching as an intrinsically poetic work. A set of thinkers - Gaston Bachelard, Paul Valéry and Jacques Derrida, among others - is strategically used in order to sustain the hypothesis of a poetic immanence acting within the teaching practice, as long as it is conceived and carried out by writing and reading in the wake of transcriative translations. The theoretical axis that supports the argumentation consists in the concepts of translation, bequeathed by Haroldo de Campos, and of readwriting, proposed by Sandra Mara Corazza. The final discussions are dedicated to defend a way of conceiving teaching as a never-ending arrangement of gestures that merge reading, writing and translation, resulting in a sort of crossed translational chant between students and teachers.

Palavras-chave : Teaching; Poetics; Didactics; Translation; Creation.

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