From the taste of writing to the adventure of reading, teaching with Roland Barthes

Abstract

This article aims to present a broader consideration of reading and writing from the perspective of the French semiology and literary critic, Roland Barthes, especially, the teacher’s discourse. This didactic model contrasts with the others practised in the space of Barthes’s seminary, emphasizing in the works of the period of 1962-1978, at École Pratique des Hautes Études en Science Sociales.