Resumo

CORBINIANO, Simone. Imagination, rationality, and education: basis of creation and knowledge. Educ. Pesqui. [online]. 2022, vol.48, e240693.  Epub 19-Ago-2022. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202248240693.

Reflecting on imagination implies thinking about the problem of the creative life itself. From a contemporary perspective, it also means discussing the permanent elaboration of a new psyche in which the spirit is willing to openness and knowledge that, in the end, is always self-knowledge. Resulting from research in the field of Education, having Philosophy as a theoretical-methodological reference, this article aims to study the conceptual bases of imagination in modernity and its importance for education. Unlike classical science, which understands imagination as a representation of a perceived object, the French philosopher Bachelard understands it in the opposite direction to the logical-empirical formalization of the image. For him, imagination presents itself as an instance of images that go beyond reality. Imagination has great relevance in human formation and school education. It is an active factor of transformations that participates both in the sphere of freedom and creation and in the epistemological plan of knowledge and science, which, although in different ways, are related in their point of departure to the imagination and fertility of primordial images. It can be said that in education, as in all human activity, the imaginary reality is evoked before being described, calling into question the strength of creation, the re-encounter with the youth of active imagination. The free and dynamic nature of the imagination is necessary for training engaged in the expansion of the spirit, whose principle is the free invention of the human spirit.

Palavras-chave : Imagination; Human formation; Creation; Knowledge.

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