Educate the body, what is it about? The historiography of education makes it possible to state that the most varied educational processes include, in a veiled or explicit way, ways of educating the bodies of students and teachers. On the one hand, a way of learning how or what to do with the body; on the other hand, an impossibility, in what it fails when it seeks to regulate joy. If the education of the body adds an aspiration to the constitution of a harmonious body, to be commanded by the person who possesses it, in doing so, it despises the paradoxes of joy which, according to Lacan (2001), is primarily trauma. This makes a hole in this pretension of unity, that is, in the making of the representations to which each person is linked in order to constitute himself as a talking being, inserted in the culture. One learns because one teaches. One learns to be master of this other, which is the body. Perhaps that's why ways of educating the body enhance repetitions, controls, calculations for action, and sometimes rewards. A relationship of power, produced in culture and legitimized by pedagogical, religious, scientific and other discourses that submit the singular of each person to a set of collective regulations. An arrangement that suggests self-forgetfulness, by the suture exercise that does not recognize the body as an empty set, as an inside outside that overflows joy (Laurent, 2014). It is not uncommon for persons to identify themselves and replicate the disciplinary practices to which they were subjected. Controlling the body - yours and the other’s - becomes a great and sacrificial work, capable of offering clues about the discomfort in civilizing and the discomfort of each one. These premises support this study that seeks to investigate: what did Schreber father intend with a method of corporal education that he named as "Domestic gymnastics, medical and hygienic" and applied first and strictly to his family - his wife, sons and daughters? What did Schreber son do from the way he was educated in his body by a father "who knew too much" (Santner, 1997). Taking as main sources the gymnastics manual of Daniel Gottlob Moritz Schreber and the "Memoirs of my nervous illness" of his son Daniel Paul Schreber, this study analyzes a way of education of the body that gains notoriety in Europe from the middle of the sec. XIX, being translated into different languages ​​and, as such, also adopted in Brazil as an important reference in the initial gymnastic schooling movements (PUCHTA and TABORDA DE OLIVEIRA, 2016). It operates with the hypothesis that the autobiographical writing of Judge D. P Schreber about his illness was constituted as a creative possibility to compose a body and name it: writing of yourself and something that did not cease not to write.