Os processos imaginativos e a aprendizagem de ciências no contexto de práticas investigativas: o estudo de caso de Pietro

Abstract

This study presents as a central theme the imaginative processes of a student in a context of investigative practices. It is a qualitative research of the case study type. It assumes the imagination as the production of subjective senses, which can be present in all human psychic processes, when configurated subjectively, being essential for creative productions. Its general objective is to understand how imagination, as a subjective production, participates in the student teaching-learning process in investigative science actions. This meant interpreting the subjective configuration of the student's learning action. González Rey's Theory of Subjectivity, Qualitative Epistemology and the constructive-interpretive method developed by the same author were used as theoretical support. For the construction of information, the following instruments were used, as research resources: completion of sentences, production of texts, drawings, video recordings, informal conversations, investigative activities and interviews. The participant's expressions allowed the construction of subjective sense indicators and the development of hypotheses about his subjective configuration of the action of learning. Thus, the interpretation performed indicated that they participate in their subjective configuration of the action of learning, nuclei of subjective meanings, associated with: the participation of parents in their studies; to his uninhibited, participative, curious, responsible posture, and who is not afraid to express himself; to the desire to ascend in his life. The results also signaled that valuing the student's imagination creates conditions for reflections, positions, questions and for curiosity. This is facilitated in investigative practices, which the student does not receive the knowledge, but must think about how to solve problems. In this context, imagination is present in the formulation and testing of hypotheses, in the interpretation of results, and in the formulation of new questions, which emerge as production of the current moment, in the interaction with the teacher and colleagues, related to the subjectivation of previous experiences. In that way, investigative practices should constitute a pedagogical resource to overcome teaching by transmission.