Abstract

ROCHA, Maria Silvia Pinto de Moura Librandi da. Imagining, calculating, reframing: Relating imagination and cognition in teaching practices. Educ. Puc. [online]. 2014, vol.19, n.3, pp.227-237. ISSN 1519-3993.  https://doi.org/10.1590/edpuc19n201404.

The aim of the study is to present the results of a qualitative and exploratory research that followed up the day-by-day of a private school's first year classroom in the city of Campinas (SP), Brazil in 2008. The objective was to identify: (i) the everyday pedagogical practices during the daily school routine; (ii) how the teacher values the development of children's imagination; (iii) the strategies used to relate imaginative and cognitive processes without missing their specificities. Through the analysis of the pedagogical practices it was possible to identify possible successful experiences relating imagination and cognition, usually considered antagonistic psychological processes. The results also drew attention to the repercussion of pedagogical practices that emphasize imagination by enriching make-believe games. Finally, we present proposals to replicate this project in the public school system.

Keywords : Cognition; Imagination; Pedagogical practices.

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