THE PARANOIAC-CRITICAL METHOD: FROM THEORY TO APPLICATION

Abstract

In 1933, Salvador Dalí contrive the Paranoid-Critical Method (PCM) and defined it through mysterious ways to do. This article aims to decode the mysteries of the method and reintroduce it as a possibility for teaching and creative stimulation, under the justification that it is little known and underexplored by pedagogy. The methodological procedures for this task begin with the theoretical framework, the book “Oui: The Paranoid-Critical Revolution”, in which Dalí contextualized the PCM. The research continues with an inductive phase, through observation, comparison, and generalization of textual data—essential from a qualitative standpoint to answer the research's guiding questions. The study then proceeds deductively through conclusions drawn from the interpretive textual results obtained from different lines of study. Among the intended outcomes is material that bridges theory and student practice—a notion of praxis, that is, the act of 'knowing-how-to-do' in the full sense: the 'dialectical relationship between the human, things, and consciousness', presenting the PCM as a tool for the production of new knowledges.