Resumo

LEITE, Adriana Regina Isler Pereira  e  ROCHA, Maria Silvia Pinto De Moura Librandi Da. Pedagogical mediation and imagination in early childhood education. child.philo [online]. 2018, vol.14, n.29, pp.279-305. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2018.27812.

Reflections on the imaginative manifestations of children and the ways in which they are / can be worked out in educational contexts are of great importance because they can derive various contributions to pedagogical work and consequently to child development. In this field, the following questions are relevant: Is the daily routine organized by the educator for children rich and challenging? Are there invitations to the manifestations of the children regarding the routines, the times and the spaces instituted? Is the educator capable of a sensitive listening and an attentive look at these manifestations? What do children produce in the actions and interactions that occur there is linked, in a powerful way, to the sphere of the imagination? In general, the answers to these questions are negative. For this reason, the group that developed the research and the pedagogical work carried out by their teacher was considered an instigating field and object of investigation because they represent atypical forms of valuing the children's imaginative capacity. The purpose of this work is to identify mediations in the teacher-child relationship that support in different ways, the development of the imagination (within a historical-cultural perspective) and highlight aspects of the structure of daily education, prioritizing possibilities of choice by children as an important condition in this field.

Palavras-chave : imagination; childhood; pedagogical practices.

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