Michel De Certeau’s scholars have rarely explored the pedagogical potential of the French thinker’s thought. This paper aims at reconstructing the question of the teaching practice in De Certeau’s works and, building on such reconstruction, it proposes a possible ‘heterological’ comprehension of teaching. Moving from an early writing dealing specifically with the teacher’s identity, the paper shows how the famous dyad of strategies and tactics exposed in The practice of everyday life can be usefully applied to teaching and studying and helps further elaborate the question of teaching. From this analysis, the teacher will emerge as the owner of a strategic knowledge that, if he wants to teach, needs to be altered by the uncanny and tactical presence of the student. Teaching will finally be shown as the practice of alteration of knowledge operated by the other of such knowledge, namely, the student. In such alteration of knowledge lies the potential of a heterological comprehension of teaching.

Michel De Certeau 的学者很少探索这位法国思想家思想的教学潜力。本文旨在重构德塞托作品中的教学实践问题，并在这种重构的基础上，提出了一种可能的“异端”的教学理解。从早期专门处理教师身份的文章开始，本文展示了著名的战略和战术二元组如何在日常生活实践中暴露出来可以有效地应用于教学和学习，并有助于进一步阐述教学问题。从这个分析中，教师将成为战略知识的拥有者，如果他想教，需要通过学生的诡异和战术存在来改变。教学最终将表现为由这种知识中的另一个，即学生操作的知识改变的实践。在这种知识的改变中，存在着对教学异性理解的潜力。