Imagination and its implication in the learning of students at the Elementary Basic Sublevel (Original)

Abstract

Imagination, as a mental process, constitutes an important tool in the learning process by enhancing creativity, autonomy, and critical thinking in students. The central objective of this article was to analyze the influence of imagination on the learning of elementary basic education students, using a qualitative approach with an exploratory scope. The research was conducted through semi-structured interviews with six teachers and direct observation of thirty students from second to fourth year of elementary school. The results showed that the use of imagination in the classroom favors the development of cognitive and socio-emotional skills, such as problem-solving, the expression of ideas, and the construction of meaningful knowledge. However, its effective implementation is limited by factors such as the rigidity of the curriculum, the traditional approach to teaching, the lack of teacher training in active methodologies, and the scarcity of adequate teaching resources. The observation identified an evolution in students' imaginative autonomy, directed by the teacher in the lower levels and more autonomous in the higher grades. The participating teachers agree on the need to foster educational environments that stimulate imagination, integrating innovative methodologies and creative resources. It is concluded that strengthening this dimension in the classroom requires a pedagogical transformation that includes curricular updating, ongoing teacher training, and the promotion of playful and flexible spaces capable of encouraging more meaningful learning processes.