Infância e o seu rememorar em Walter Benjamin: contribuições para Educação Física Escolar

Abstract

The dissertation brings reflections on the child/childhood through the transformations in the course of western history, the lucid memories of the thinker Walter Benjamin in relation to his childhood, articulating with the role of School Physical Education. The present research is a bibliographic survey in which recent research from the Graduate Programs was gathered, with recognition, selection, reflection and interpretation readings, together with the CAPES, SCIELO and Repositories of Graduate Programs databases available to from the year 2018, taking as the descriptors child/childhood and teaching in Physical Education, from the perspective of the thinker Walter Benjamin. The objective was to understand the changes undergone by the notion of childhood in Modernity, especially in the present of the author and researcher's classroom, through remembering her own childhood and Benjamin's memories. The loss of collective public places for the practice of games indicates that, along with spaces, children's games are also threatened through behaviors, attitudes, desires and languages that increasingly resemble the adult world (POSTMAN, 1999). 17th century children, on the other hand, represent a time of discovery of early childhood: of speech, of the body and of children's habits (ARIÈS, 1981). It is concluded that the main function of Physical Education is to provide children with times and spaces in which playing is possible, playing in nature, with other children, alone, with adults, with their own body, with objects and experimentation. of idleness.