O conceito de fantasia em Gianni Rodari: implicações pedagógicas para a escola da infância

Abstract

This dissertation located in the field of studies on Early Childhood Education aims to analyze the concept of fantasy that permeates Gianni Rodari's Grammatica da Fantasia (1982), considering its implications for the childhood school. For this purpose, we first seek to present the author's biography (ARGILLI, 1990; CAMBI, 1990; DE LUCA, 1991; ROGHI, 2020) highlighting facts of his life that bring us closer to his ideas about working with fantasy aimed at children, as well as the relationship he established with municipal children's schools in the Italian city of Reggio Emilia and, especially, with Loris Malaguzzi, educator and director of such schools. Rodari was a teacher, journalist and writer and all his literary work, especially that carried out throughout the 1960s and 1970s, was aimed at a language articulated with fantasy, putting himself against the school model that operated in his time and that still exists in us. it seems very familiar, when it values memory and attention over imagination, and it teaches how to reproduce and consume culture without giving space to create it and making thought authorship impossible. Next, we explore the conceptions of child and childhood, based on theorists of the Sociology of Childhood (SARMENTO, 2003, 2008, 2013; CORSARO, 2002, 2008; QVORTRUP, 2011) and, in the pedagogical perspective of the Reggio Emilia approach (MALAGUZZI , 1993, 1999; RINALDI, 2017), we present, in addition to the conceptions of child and childhood, the conception of childhood school. Then, we present a brief overview of legislation and guidelines aimed at children in Brazil, highlighting crucial points that refer to the Italian influence. Still, we bring to light contemporary authors who have studied childhood fantasy (BARBOSA, 2007; EGAN, 2007; HARRIS, 2005; SARMENTO, 2003) and we focus mainly on the ideas of Russian psychologist Lev Vygotsky, who was one of the scholars of greater influence for the constitution of Rodariano's thinking about fantasy. In the last chapter, we present the method of conceptual development, proposed by Coombs and Daniels (1991), used to develop the concept of fantasy in the Grammar of Fantasy (RODARI, 1982), so we present the concept developed in three distinct but complementary perspectives. : (i) fantasy as a function of experience; (ii) fantasy as an instrument of the creative act; (iii) fantasy as estrangement and, with this, we discuss the pedagogical implications of this concept for the childhood school, based on studies and pedagogical documentation on practices carried out in the schools of Reggio Emilia (BEGA; TAGLIATI, 2018; FILIPPINI; VECCHI, 2014; GIROLIMETTI, SERRAINO; 2014). Thus, we highlight as a result of this investigation: the development of the concept of fantasy by Rodari, from the three perspectives mentioned, which allowed us to think about its pedagogical implications for the childhood school.