O brincar como experiência formativa : uma análise sob a ótica de Walter Benjamin

Abstract

The objective of this dissertation is to analyze, from the point of view of the author Walter Benjamin, playing from the perspective of the human formative experience, considering the anthropological and pedagogical aspects that are indispensable in the integral formation of the child and the very meaning of human existence. The research problem is presented in the following question: what is the importance of toy and playing from the perspective of experience for the development and formation of the child in Walter Benjamin? Based on this question, foundations are developed regarding the criticism of the reduction of the child's experience in modern society. For Benjamin, this impediment often interrupts the exploration and diversity of possibilities that nature (things) and language itself offer the child. Even in the face of the adult's and the cultural industry's attempt to impose toys and games, in Benjamin's perspective, the child resists and keeps alive one´s potential to invent, showing himself as a transformer, who through make-believe and imagination reconstructs the experience and cultural tradition of the society. The German philosopher's appeal is for a space that helps children free themselves from ready-made toys and build a free, lively and creative experience through play. This study was constituted by means of bibliographical research of a qualitative critical nature, having as main object of analysis of Benjamin's work, in particular, the texts: Reflections on the child, the toy and education, Selected Writings, Vol. 2, One-Way Street and Other Writings, Walter Benjamin's Passages, Experience and Poverty, Berlin Childhood Around 1900, among others. A hermeneutic-dialectical analysis was carried out on playing, toys and the child's formative experience. It is assumed as a premise that rescuing conceptions about playing as a formative experience from Benjamin's point of view can favor the construction of a critical view of education, especially of children, resignifying childhoods and the effective realization of the child's right to fully develop through play and games. In this path, between what was in the past and what is happening in the present, there is a possibility of recovering what was lost and bringing it back to the children and even to the adult, giving them the opportunity to find in the denied the action of the play experience. The reflection on childhood, modernity and education from the Benjaminian perspective allows building philosophical principles to perceive the child as a social actor, with full rights and capable of discovering his own life through childhood, playing and its possibilities. The study will be divided into three chapters. The first seeks to understand the child, the toy and human formation, bringing aspects related to the marketing aesthetics present in the contemporary scenario. The second discusses the experience, memory and narrative, showing the 12 impoverishment of such dimensions. And the third chapter develops possibilities of resignification of play in an anthropological and pedagogical vision based on Benjamin 's thought.