Creative imagination as a methodological possibility in geography classes: an experience in pibid
DOI:
https://doi.org/10.51359/2594-9616.2022.250853Keywords:
teaching geography, poetic imagination, phenomenologyAbstract
This article aims to discuss the possibilities of using creative imagination, or poetics, as a methodology for teaching Geography, because after observations made in Geography classes for high school students in Salvador, we noticed that the theoretical-methodological contribution that teachers adopt for their classes, they do not seek to touch the students' imagination, which is often not encouraged and explored for the construction of geographic knowledge. In this context, we will discuss the light of the philosopher Bachelard (1991, 1993, 1994, 2006) the imagination, highlighting the poetic imagination, its possibilities and how it can be worked in the classroom, then we will try to propose a dialogue with the author Vygotsky (2009) who has a relatively similar idea to Bachelard's on this topic, but makes connections with learning. To analyze this assumption, an experiment was carried out in the project of initiation to teaching at the Instituto Federal da Bahia, in the year 2017, during the month of May, and with that we analyzed that poetic imagination can bequite beneficial for Geography classes, if adopted. as a methodological element to compose Geography classes.
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