摘要：Based on a cultural and historical perspective, especially on the works of Russian psychologist Lev Semionovich Vigotski, the purpose of this article is to expand the theoretical thoughts on the topics that involve imagination and knowledge at school, challenging some deep-rooted aspects of our educational system that have threatened the emergence of children’s creative processes. In the analysis, we propose challenging three interconnected factors, namely: (a) the school’s positivistic tradition; (b) the compartmentalized unit of school subjects; and (c) the disciplining of bodies. Moreover, despite the many advances and changes in discussions regarding this topic and in contemporary pedagogical practices, we still have relied on a teaching model that shrinks imaginative and creative processes during childhood and damages subjective developments over time.
其他摘要：Based on a cultural and historical perspective, especially on the works of Russian psychologist Lev Semionovich Vigotski, the purpose of this article is to expand the theoretical thoughts on the topics that involve imagination and knowledge at school, challenging some deep-rooted aspects of our educational system that have threatened the emergence of children’s creative processes. In the analysis, we propose challenging three interconnected factors, namely: (a) the school’s positivistic tradition; (b) the compartmentalized unit of school subjects; and (c) the disciplining of bodies. Moreover, despite the many advances and changes in discussions regarding this topic and in contemporary pedagogical practices, we still have relied on a teaching model that shrinks imaginative and creative processes during childhood and damages subjective developments over time.
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