Creative writing and authorship

education and literature by the tracks of dadaism

Abstract

This paper addresses Dadaism as an educational perspective in dialogue with literature, considering it as a potentiating mechanism for the development of creative writing and authorship of teachers and students.  In this context, the objective is to relate the basic theoretical assumptions of the Dadaist literary movement with the pedagogical practice of authorship in the classroom. Therefore, under a qualitative methodological bias, in dialogue with the avant-garde movement, we analyzed a didactic planning carried out, in the second semester of 2023, with master’s and doctoral students of a Post-Graduate ProgramGraduation in Education from a Brazilian public university. The proposal aimed to present a playful approach to the avant-garde that carried a deconstructive character of what until then was characterized by literature. Through creative writing, enhanced by the disruptive orientation of the Dadaist movement, we tread paths of authorship reverberating, in the findings and agglutinated letters, words, sounds, phrases, meanings produced about the daily life of each student and their different views on the world. Thus, we infer that Dadaist activities, in pedagogical practice, enhance the plurality of knowledge and doing in the field of language, literature and education, contributing to the critical and reflective training of students through authorship in the movement of creative writing.