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Procuraremos pensar com esse trabalho a especificidade da performance docente de Gilles Deleuze. Tomando como vetor relatos esparsos acerca de suas aulas, abordaremos a concepcao de ensino de filosofia forjada pelo filosofo frances ao longo do exercicio de sua atividade docente. Deleuze, em suas aulas, optava por seguir uma linha pedagogica muito distante daquela consagrada pelas academias, adotando como aporte privilegiado para expressar o seu pensamento – bem como o de outros filosofos – o espaco literario ao inves da historia da filosofia. Visando acentuar a especificidade do trabalho professoral de Deleuze, propomos contrapor sua postura docente com a de outro importante filosofo, Immanuel Kant. Tal comparacao demonstra-se possivel uma vez que o tema sobre a impossibilidade de ensinar ou aprender o filosofar e algo em comum a ambos os pensadores, embora sejam filosofos que se encontram em campos de pensamento distintos. Apesar da distância, ambos os pensadores concordam que o filosofar nao e algo da ordem da imitacao, mas sim da criacao. O intuito com tal trabalho de pensamento sera o de sugerir algumas problematizacoes para se pensar o topico ensino de filosofia. Abstract : With this work, we seek think the specificity of the teaching performance of Gilles Deleuze. Taking as vector scattered reports of their classes, we discuss the philosophy of teaching concept forged by the French philosopher during the year of his educational activity. Deleuze, in his classes, chose to follow a very distant pedagogical line that consecrated by the academies, adopting as privileged contribution to express his thoughts - as well as other philosophers - the literary space instead of the history of philosophy for example. In order to emphasize the specificity of professorial work of Deleuze, we propose counteract his teaching position with another important philosopher, Immanuel Kant. This comparison shows is possible since the theme of the impossibility of teaching or learning the philosophy is something common to both thinkers, although they are philosophers who are in different fields of thought. Despite the distance, both thinkers agree that philosophy is not something of the order of imitation, but of creation. The aim with this work of thought will be to suggest some problematizations to think about the topic of teaching philosophy. Keywords: Gilles Deleuze. Afeccion. Performativity. Teaching Philosophy. Literary Space

A performatividade docente do Professor Gilles Deleuze/The teaching performativity of professor Gilles Deleuze