Resumen de Educar através da Arte e da Imaginação
“... imagination, as the basis for all creative activity, manifests itself equally in all aspects of the cultural life,allowing artistic, scientific and technical creation.” (Vygotsky,1930).With the latest social and political events, especially in Portugal, there is a tendency to neglect even more theimportance of art and imagination in scholar and social education. The risks of such an attitude compromise the “yetto come”, if we take Vygotsky’s premise that tells us it is precisely Man’s creative activity that makes him a beingprojected for the future, a being that contributes to create and modify its present.The aforementioned author then talks about the creative imagination that defines something which, under all forms,tries to confirm itself in the exterior in acts that do not exist only for its creator, but also for everybody else. From thiscreative imagination, Vygostky distinguishes as its opposite as a state of pure contemplation, where imaginationstays inside its sphere in a state of defective elaboration, without materializing in art forms or practical realizations,it is a state of apathy.This way, the importance of separating creative imagination from reverie as two extreme and essentially differentforms of fantasy is emphasized, since a child’s education in image forming possesses not only the partial value ofthe exercise and promotion of an isolated function, among others, but also the total importance that is reflected inall human behavior.It is therefore justified the necessity that the role of creative imagination ability in children should be promoted, dueto its importance in general development and maturation.
