IMAGINATION, CREATIVE PROCESS AND WRITING: A BIBLIOGRAPHIC REVIEW

uma revisão bibliográfica

Abstract

This article presents a systematic review of the literature about imagination and the creative process of children, focusing on the initial processes of writing, anchored in studies of Historical-Cultural Psychology. It was considered articles, theses and dissertations prepared between 2012 and 2022, found in: Banco de Teses e Dissertações da CAPES, Periódicos Electrônicos em Psicologia (PePSIC) and Scientific Electronic Library Online (SciELO). The review was justified by the need to analyze recent scientific production from a theoretical-methodological perspective on the question, to problematize it and to insert the reader into the argumentative landscape that takes place in Education and Psychology, involving concepts such as: development, imagination and writing. The search was organized in four stages: i) Identification (reading of titles); ii) Screening (reading of abstracts) and iii) Elegibility (reading two complete papers) and iv) Inclusion. The results suggest for the low index of bibliographical productions that address thematic that, although it has gained greater expression in recent years, still remain nucleated, with timid conceptual discussion when considered to be important to the debate. In conclusion, it can be seen that the majority of the studies analyzed didn’t discuss the appropriation of writing as a mode of creative elaboration, articulated to the imagination, the processes of symbolization and cultural development of the children. This gap highliths implications for the field of research on literacy and restricts the understanding about read and write, or which, in turn, impacts the adequate formulation of public policies.