This study seeks theoretical philosophy and philosophy of education subsidies to investigate the relationship between childhood, experience and culture of the child in the context of modernity. Therefore, we decided to direct our thoughts, focusing the discussion on the approach taken by Walter Benjamin on the limits of experience at the present time. Through a dialogue with and from the thinker, we hypothesized the possibility of a conception derived from experience different from that of instrumental rationality. One is that the shards of history in the field of childhood and culture of the child and which have playful expression in an ally singular. It starts with the understanding that playful exercise is one sign of culture of the child and brings the ambivalence of imitation and transformation. So he , in its authenticity , not ideologically appropriate , the perceived tensions between the obvious and unusual as it dismantles a given established order of meaning which contributes to strengthen the capacity to experience . This notion of playfulness as an activity allows the expansion of sensuousness and how learning resource linked to the formation of the subject , is implied a new quality of relationship with the present time , it involves a new aesthetic , a new way of perceiving and the mean situations, such as attitude defiling . Thinking childhood in this context allows thinking it is timeless, like a childhood of man, and this strand, race is the human condition of profanity. While being endowed with language, the prospect of man's childhood also predicts a state muteness or stuttering across the known and the unknown. An ability to speak, however, permits interruption and pause voltage as the inexorable flow of the experience acquired with shock.
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