Estudo acerca da criatividade e imaginação na perspectiva histórico-cultural de Lev Vygotsky

Abstract

This work addresses the theme of creativity and imagination seeking to understand these concepts from a historical-cultural perspective based on Lev Semenovitch Vygotsky's work "Creativity and Imagination in Childhood". The Discursive Textual Analysis was the method used for text analysis from the perspective of Moraes and Galiazzi. The main focus of the analysis was creativity in the collective sense, which is essential for understanding creative and imaginative processes in science learning, especially those that use learning devices as a teaching strategy. With this focus, the analysis process led to five final categories: memory as the basis of reproductive activity; imagination as the basis of creative activity; creativity, adaptation and culture; conceptions of creativity and collective creativity; and, creativity in childhood. These, together with the units of meaning and initial and intermediate categories, guided the elaboration of the metatext. From this newly crafted text, we aim to convey the author's perspective on creativity and imagination. In addition, we relate some implications for science teaching, including: a) the importance of student commitment and involvement in individual and collective learning; b) the relevance of encouraging exploration, investigation, and critical thinking, connecting scientific knowledge with technological, social, and cultural productions in the learning process; and c) the importance of using playful activities as a strategy to stimulate students' imagination and creativity. We conclude the analysis with an understanding of how the learning devices used in science teaching function from Vygotsky's perspective on creativity and imagination.