<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100753</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248240693</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Imaginação, racionalidade e educação: bases da criação e do conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Imagination, rationality, and education: basis of creation and knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corbiniano]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100753&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100753&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100753&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Refletir acerca da imaginação significa pensar o próprio problema da vida criadora. Sob a perspectiva contemporânea significa ainda discutir a permanente elaboração de um novo psiquismo no qual o espírito se dispõe à abertura, ao conhecimento, que ao final é sempre um autoconhecimento. Resultante de pesquisa na área da Educação &#8211; tendo como referencial teórico-metodológico a Filosofia &#8211; este artigo propõe-se a estudar as bases conceituais da imaginação na modernidade e sua importância para a educação. Diferente do pensamento da ciência clássica, que compreende a imaginação como representação de um objeto percebido, o filósofo francês Bachelard a compreende no sentido oposto à formalização lógico-empírica da imagem, haja vista que para ele a imaginação se apresenta como instância das imagens que ultrapassam a realidade. A imaginação tem grande relevância na formação humana e na educação escolar, sendo um fator ativo de transformações que participa tanto da esfera da liberdade e da criação quanto do plano epistemológico do conhecimento e da ciência, planos esses que, embora de modos diferentes, se relacionam em seu ponto de partida com a imaginação e a fertilidade das imagens primordiais. Pode-se dizer que na educação, como em toda atividade humana, a realidade imaginária é evocada antes de ser descrita, pondo em questão o vigor da criação, o reencontro com a juventude da imaginação ativa. A natureza livre e dinâmica da imaginação é indispensável para a formação comprometida com o alargamento do espírito, cujo princípio é a livre invenção do espírito humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Imaginação]]></kwd>
<kwd lng="pt"><![CDATA[Formação humana]]></kwd>
<kwd lng="pt"><![CDATA[Criação]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Imagination]]></kwd>
<kwd lng="en"><![CDATA[Human formation]]></kwd>
<kwd lng="en"><![CDATA[Creation]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
</kwd-group>
</article-meta>
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