Imaginação, imaginario, jogos de imagens : adolescencia, escola e familia nas relações de ensino / Imagination, imaginary, playing images : adolescence, school and family in the teaching process relations

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

We present here a research in which we elect, as focal point, one of the constitutive elements of human development and also one of the social practices: the imaginary/imagination. Considering that the problem emerged from an experimental work on a specific group, we took as locus of empirical investigation a school located in the metropolitan poor area of São Paulo city, school that had already been target of previous work by the researcher. The work began with the invitation of this group of students to participate in discussion sessions. Such group was constituted of six adolescents with ages varying between 13 and 14 years, belonging to the seventh degree class of the fundamental school (n.t. Brazil’s education sequence). As a byproduct of the sessions, the students decided to create and present a theater play in which they said what they thought/imagined being the adolescence and its pertaining relations. Along the discussions and creation of the play, the theme of family showed itself as an emergent issue, intermitted with the speech about adolescence. After the theater play presentation, we did individual interviews with the teachers, interviews in which they portrayed their way of thinking and understanding of their students, of their students’ families and of the activity developed by the group in the process of research. To Vigotski, the imagination is understood as a superior psychological function which emerges in the elaboration process – historical and ontogenetical – of the relations between the language and the thinking. Coincidentally with this Vigostki’s line of argumentation, we find in Castoriadis points of anchorage to conceive the imaginary as a dimension where the images and the words (both effected and engaged in the entrapments of the propositions, meanings, social and historical relations) were to exist together. The images, at the same time elaborated and sustained by the language and its meanings, were to produce forms of connection other than only those strictly from the verbal language. Thus, from the presentation of analysis regarding the moments in which the group of adolescents decide to elaborate a theater play focusing on what they think/experience to be “the world of youth”, we intend to discuss the process of constitution of imaginary/imagination, working on the images and concepts (re)produced in the students’ and teachers’ ways of thinking of and of talking about adolescence and the family institution. The theater play was understood as an activity which made it possible for the group to present, represent and elaborate, from their simultaneous roles of authors and of personages, on the ways they comprehended, felt, lived and imagined the practices, positioning and social relation involving “the world of youth”.

ASSUNTO(S)

imaginario adolescence imaginação adolescencia imagination games family jogos imagem familia images

ACESSO AO ARTIGO

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