A imaginação no processo de ensino/aprendizagem: uma abordagem histórico-cultural

• Ano de defesa: 2012
• Autor(a) principal: Fé, Maria Silvia Pinto Santa
• Orientador(a): Giora, Regina Célia Faria Amaro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: imaginação; criatividade; ensino; aprendizagem; Vygotsky; desenvolvimento; processo; histórico cultural
• Palavras-chave em Inglês: imagination; creativity; teaching; learning; Vygotsky; development; process; cultural history
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24761

This dissertation was to discuss the imagination and its relations with teaching/learning process. Contemporaneously is expected that school develops innovative and creative individual to face problems and therefore need the imagination, not understood in its reproductive dimension, but a creative imagination. This study observed that all psycho-pedagogical phenomena need to be a study that keeps a close proximity to the cultural and political phenomena. The main focus is a reflection on the role of the imagination as teaching/learning strategy in three areas of knowledge: Reading Procedures, Portuguese Language and Mathematics. Students were chosen of 3rd year of elementary school and the strategies used by the teacher in the classroom to promote child development by considering the repertoire and the abilities of each student. This work has as theoretical-methodological reference contributions of cultural historical psychology, in particular those made by L. S. Vygotsky beyond the theories developed in particular with A. R. Luria, A. N. Leontiev and its contributors. For analysis of the material collected used Bardin and Content Analysis.