Abstract (in English)
Schools as well as universities have subjected writing to the dogma of access to knowledge and to the imperative of communication for too long.
They have restricted it to the role of an instrument which goes along with cognitive capitalism (Yann Moulier Boutang), by industrial production of knowledge, thereby steadily removing its artistic, aesthetic and political dimensions (Luc Dall’Armellina).
In today’s situation, for most pupils and students, writing is nothing but a compulsory step, a skill among others, a technique one has to manipulate for it is required in order to do well at school, whatever the subject.