ABSTRACT
For centuries, the great pedagogical challenge of a university of knowledge yet to come has remained the same: the possibility of bringing an unfinished text to the classroom, and, through this effort, to search and renew the itinerancy of thought on a purely dialogic basis. This article focuses on a period of intense criticism of the traditional idea of university and its coetaneous attempts to transform work practices between professors and students in consonance with the notions of reciprocity. It gives special attention to statements by Barthes, Certeau, Deleuze and Foucault when their considerations came in contact with the pedagogical domain - starting with the Vincennes (Paris VIII) experience following the events of May 1968 and stretching into the late 80’s - and converged in the need to create spaces and environments of actual exchange and community with students, according to the principles of the incompleteness of knowledge and the active singularisation of those who produce it.
KEYWORDS:
post-structuralism; history of the university; May 1968