Teaching literature: an intransitive practice
DOI:
https://doi.org/10.12957/matraga.2017.29035Keywords:
Literature. Teaching. Transmission.Abstract
This article proposes a teaching practice derived from a particular conception of what literature is. The presuppositions are that literature is not a discourse, that the literary does not necessarily need to be subsumed under a logic of prestige, that it is not related to Goodness, and that it only emerges a posteriori. From these ideas a characterization of the classroom appears that views it as a space for the elaboration of ideas, rather than the transmission of contents.
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DOI: http:/dx.doi.org/10.12957/matraga.2017.29035
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