Ninho Bachelardiano : imaginação poética, mundanidade e educação de crianças pequenas na creche.

Abstract

In this dissertation, I present a philosophical dialogue between the phenomenology of Gaston Bachelard and Hannah Arendt to highlight the intimate relationship between poetic imagination and worldliness in the nursery everyday. With the intention of bringing childhood education and philosophy, I propose a route phenomenological to describe, reflect and interpret the complexity of meeting between adults and children of one and two years at a nursery of municipal system of a city in the inland of Rio Grande do Sul. The study was triggered both by the coexistence of adults with children and doings with clay in the nursery, as the interpretation of the photoes of living. Imagination in Bachelard's work breaks with habits thought by denying it as an idea, perception and representation of reality. The poetic imagination assents the body in the world and requires consider worldliness approach in Hannah Arendt, in which the world is what humans have in common, the human artifact. Human condition that constitutes the work / manufacturing the presence of production in the world, contributes to break the school logic in the worldliness of doing. The poetic imagination as a language event, as only sustained in the teaching of a previous world and causes reflection about manners to learn a teaching that prioritizes meetings in tissues world that webs the joy to create / make devices that force the human to think about their existence in its durability in the world, complicating actions and interactions. Joy that is expansion of thought and founding confidence in becomings in interactions among adults and young children. It is the unpredictability of the common doings, in the interactions of the nursery, that the teaching invites to participate in the world and share festive times of admiration as inventive power of language.