As Artes nos anos iniciais do Ensino Fundamental: elementos para o desenvolvimento da imaginação criadora

Abstract

This study investigated the concepts of creation and imagination in the light of Historical- Cultural Theory within arts education in the early years of elementary school. Drawing on the works of Saccomani (2016), Vygotsky (2018), and Lukács (2023), creation is discussed as a historically constructed psychic process, opposing the innatist view and highlighting art as a reflection of everyday life. A gap in the literature is observed regarding the relationship between creation and arts education, evidenced by the scarcity of research on art as a method of inquiry and the absence of teacher training proposals that emphasize the development of creative imagination. The general objective was to analyze the literature on the relationship between art and imagination in the early years of elementary education, while the specific objectives aimed to systematize the concepts of art, creation, and imagination from a historical-cultural perspective. To this end, a literature review was carried out using the descriptors “creativity,” “art,” and “early years of elementary school” in the Brazilian Digital Library of Theses and Dissertations (BDTD). Data analysis revealed the need to select cultural repertoires in the school environment, create spaces for inquiry, and encourage the teacher’s intentional mediation in students’ contact with works of art. It is concluded that an aesthetic education committed to the development of creative imagination must ensure periods of leisure, contact with nature, and access to a historical collection of human productions, promoting student agency. Finally, in line with the scientific dissemination goals of the professional master’s program, a guiding document was developed to qualify and promote integrative educational practices that support the development of creative imagination in the early years of elementary education.