<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100276</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698231060</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DA &#8220;PEDAGOGIA DO NÃO&#8221; E DO &#8220;COGITO&#8221; DO SONHADOR, EM GASTON BACHELARD: PENSANDO UMA EDUCAÇÃO PARA A IMAGINAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[ON THE PEDAGOGY OF NO AND OF THE DREAMER&#8217;S &#8220;COGITO&#8221; IN GASTON BACHELARD: THINKING OF AN EDUCATION FOR THE IMAGINATION]]></article-title>
<article-title xml:lang="es"><![CDATA[DE LA PEDAGOGÍA DEL NO Y DEL &#8220;COGITO&#8221; DEL SOÑADOR EN GASTON BACHELARD: PENSAR UNA EDUCACIÓN BASADA EN LA IMAGINACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[ALBERTO FILIPE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[JOAQUIM MACHADO DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CHAVES]]></surname>
<given-names><![CDATA[IDUINA MONT&#8217;ALVERNE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educação ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Portuguesa Faculdade de Educação e Psicologia ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100276&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100276&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100276&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste artigo, fundamentamos uma educação para a imaginação a partir da perspectiva de Gaston Bachelard, desenvolvida em torno da &#8220;Pedagogia do Não&#8221; e do &#8220;cogito&#8221; do sonhador, em oposição ao racionalismo dogmático e ao empirismo ingénuo, integrando a imaginação criadora através da qual o sujeito se faz imaginativo. Caracterizamos, assim, a &#8220;Pedagogia do Não&#8221; como uma pedagogia capaz de conduzir o diálogo e estabelecer equilíbrio entre pensamento e imaginação e atribui-lhe relevante papel na conjugação da objetividade científica e da imaginação poética, para, por fim, discutir a possibilidade de pensar uma educação para a imaginação na base do &#8220;cogito&#8221; do sonhador. Destacando os poderes e as funções da imaginação, quando recorrem às figuras de retórica, como a antítese, a hipérbole, a antífrase e o eufemismo, e ao jogo de imagens que esse uso comporta, realçamos a função eufemizante da imaginação e a sua capacidade de inovação semântica, susceptível de conduzir à &#8220;remitologização&#8221; do mundo, cumprindo um &#8220;novo espírito pedagógico&#8221; que, coerentemente com o &#8220;novo espírito científico&#8221;, conjugue a objetividade científica e a imaginação poética.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this article the authors attempts to provide the foundations for an education for the imagination in accordance with Gaston Bachelard&#8217;s perspective developed around the No Pedagogy and the dreamer's &#8220;cogito&#8221; (as opposed to dogmatic rationalism and naive empiricism), whilst integrates the creative imagination, a fundamental dimension and tool to any imaginative mind. It thus characterizes the No Pedagogy as a pedagogy capable of conducting a dialogue and establishing a balance between thought and imagination while assigning it a relevant role by combining scientific objectivity and poetic imagination; it finally discusses the possibility of thinking of an education for the imagination on the basis of the dreamer's &#8220;cogito&#8221;. By highlighting the powers and functions of the imagination whilst using rhetorical figures such as antithesis, hyperbole, antiphrase and euphemism, and the play of images that this use entails, the article underscores the euphemizing function of imagination and its capacity of semantic innovation, by leading to the &#8220;remythologization&#8221; of the world, fulfilling a &#8220;new pedagogical spirit&#8221; that, coherently with the &#8220;new scientific spirit&#8221;, combines scientific objectivity and poetic imagination.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Este artículo propone un modelo de educación que toma como centro la imaginación. Parte de la perspectiva que Gaston Bachelard desarrolla, frente al racionalismo dogmático y al empirismo ingenuo, en torno a la Pedagogía del No y al &#8220;cogito&#8221; del soñador e integrando la imaginación creativa a través de la cual el sujeto se vuelve imaginativo. Caracteriza así a la Pedagogía del No como una pedagogía capaz de dialogar y establecer un equilibrio entre el pensamiento y la imaginación y le asigna un papel relevante en la conjugación de la objetividad científica y la imaginación poética para, finalmente, discutir la posibilidad de pensar en una educación para la imaginación sobre la base del &#8220;cogito&#8221; del soñador. Resaltando los poderes y funciones de la imaginación al recurrir a figuras de la retórica, como la antítesis, la hipérbole, la antífrasis y el eufemismo, y al juego de imágenes que implica este uso, el artículo destaca la función eufemística de la imaginación y su capacidad de innovación semántica, capaz de conducir a la &#8220;remitologización&#8221; del mundo, realizando así un "nuevo espíritu pedagógico" que, en consonancia con el &#8220;nuevo espíritu científico&#8221;, combina la objetividad científica y la imaginación poética.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia do Não]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia do Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia do Eufemismo]]></kwd>
<kwd lng="pt"><![CDATA[Educação para a Imaginação]]></kwd>
<kwd lng="en"><![CDATA[No Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of Euphemism]]></kwd>
<kwd lng="en"><![CDATA[Education for the Imagination]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía del No]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía del Diálogo]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía del Eufemismo]]></kwd>
<kwd lng="es"><![CDATA[Educación para la Imaginación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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