The poetical and fictional dimension in children education

Abstract

To question the power of productive unintentional educational actions, those which naturalize the absence of enchantment as a way to learn the reality, this study proposes to approach the relationship between the fictional dimension of art and children education as an inescapable commitment to foster learning to recover the productive power of poetic imagination. Since the phenomenology of Gaston Bachelard’s poetic imagination and its interlocution with Maurice Merleau-Ponty’s body phenomenology and Paul Ricoeur’s action, this study affirms the formative importance of fictional experience of first learning extracted from a knowhow ? fingere ? that since childhood is the boundary line from which we learn to interpret and generate actions that give things another way to go.