Dialogue with images in the teaching context

Authors

  • Ozaias Antônio Batista UFPI

DOI:

https://doi.org/10.18316/recc.v25i2.6587

Keywords:

Poetic Images in Teaching, Imaginary Education, Phenomenology of Poetic Imagination, Gaston Bachelard.

Abstract

The imaginative faculty inherent to the anthropos has been seconded in the formative paths and pedagogical theories marked by the hegemonic modern educational paradigm. Taking this into consideration, the present study exposes the characteristics of an imaginary education, through which the image becomes a didactic-pedagogical resource capable of fostering educational experiences that develop the imaginative capacity of the human being. In the reflections presented here, some presuppositions of Gaston Bachelard’s phenomenology of poetic imagination will be adopted, as well as categories and concepts of Bachelardian thinkers who study educational imaginary. Although Bachelard is not an author pertaining to the educational sciences, his poetic phenomenology offers clues for the constitution of a pedagogy capable of enhancing the imaginative attribute of the human being.

Author Biography

Ozaias Antônio Batista, UFPI

Professor na Licenciatura em Educação do Campo da Universidade Federal do Piauí (UFPI/CPCE). Doutor em Ciências Sociais (UFRN). Mestre e Licenciado em Ciências Sociais (UFRN). Pesquisador do Núcleo de Estudo, Pesquisa e Extensão em Educação, Ciência Descolonial, Epistemologia e Sociedade (NEPEECDES) (UFPI) e Mythos-Logos: ciência, religião e imaginário (UFRN). Possui experiência como professor no ensino médio, superior e educação a distância nas disciplinas de Sociologia, Ciências Sociais e Educação. Tem interesse por trabalhos que envolvam as temáticas do Ensino de Sociologia, Ciências Sociais e Educação, Cultura e imaginário poético, bem como Complexidade & Educação.

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Published

2020-08-05

Issue

Vol. 25 No. 2 (2020)

Section

Articles

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