FOR AN UNDISCIPLINED LITERATURE IN THE CLASSROOM

Abstract

This article explores two intertwined perspectives: on the one hand, the question of the writer's
knowledge and its slippages in the work and how this knowledge, mediated by literature and its teaching,
particularly in foreign language classes, ends up producing working material on cultural and intercultural
representations. The second axis addresses the question of the literaturization of pedagogy and the
pedagogization of literature, but from the perspective of supporting the hypothesis of an aesthetic
paradigm in education that takes advantage of art, both in its productive and receptive regimes.
Both perspectives support the thesis of the centrality of the use of literature, without distorting
it into excessively structuralist or didactic approaches. The aim is to explore what literature tells
us about a culture that cannot be expressed by other disciplines.