Development, Imagination, and Art: Contributions to Research Practices in School Contexts

Abstract

This theoretical-reflective paper aims to contribute with the expansion of the discussion and analysis of human development assuming Cultural-Historical Psychology as the theoretical and methodological framework. Inspired by the concepts of the Psychology of Art, as proposed by Vygotsky, it is argued that human development is a dramatic and revolutionary process in which imagination assumes a central role. The capacity to transgress the limits of the self and, concomitantly, to preserve its characteristics outlines imagination both as a higher mental function and as a product of its own activity. Throughout the present article, this conceptualization is articulated with the notions of the Psychology of Art in order to defend the use of different art forms to promote imaginative processes and agency, hence drama, development, and transformation. Finally, an excerpt of a field journal illustrates how art can be used to promote the creation of dialogical spaces with high school students as part of a research committed to the transformation of public school contexts in Brazil.