SURREALISM AND EARLY EDUCATION

EXPLORING CHILDHOOD AND TEACHING IN EARLY EDUCATION THROUGH THE PERSPECTIVE OF WALTER BENJAMIN

Abstract

This work analyzes how Surrealism as an ethical, aesthetic and political proposal can contribute to rethinking teaching practice in Early Childhood Education. This problem consists of “How can Surrealism broaden the understanding of teaching practices in Early Childhood Education, from the perspective of Walter Benjamin?”. A question arises given the need to think about an educational practice with children that allows creativity, freedom and imagination. The central objective of this work is to investigate the possible relationship between Surrealism and Early Childhood Education, emphasizing the role of education and the concept of childhood from the perspective of Walter Benjamin, to broaden the understanding of teaching practices in Early Childhood Education. For this, bibliographical research was used. The analyses demonstrate that the ethical, aesthetic and political proposals of Surrealism are close to childhood and can provide a teaching practice in Early Childhood Education that values imagination, playfulness, creativity and the importance of building collective history.