Writing, subject and knowing: the case of university teaching
| Autor: | Cecilia Blezio |
|---|---|
| Jazyk: | Spanish; Castilian<br />Portuguese |
| Rok vydání: | 2013 |
| Předmět: | |
| Zdroj: | Educação (Santa Maria. Online), Vol 38, Iss 1, Pp 111-121 (2013) |
| Druh dokumentu: | article |
| ISSN: | 0101-9031 1984-6444 19846444 |
| DOI: | 10.5902/198464445912 |
| Popis: | Writing, as an intimate and singular gesture, evidences a peculiar relationship between subject and knowing. In the teaching situations, it works as the remains of the unrepeatable event. In the dynamics of knowing-knowledge, what is wrote is situated on the side of re-signification, which is always provisional, and writing would be in the path from de-signification towards re-signification. In this movement, the function of writing is unique: there is something that can only be learnt by writing and not reading. At university, through the academic texts, it is built – or, better said, acquired – the position of the researcher, though the academic text drives to the functioning of science. Writing convokes certain knowing and leaves a testimony of that knowing; but knowing is always unknown, or lack of knowledge.Writing is an act of implication that always confronts with castration. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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