Starting from a critical perception that conceives the adolescent with great potential of creation as long as there is a proper development context, in this work we aim at investigating imagination as a new senses configuration tool for the adolescents in relation to school, education, and learning. We take as theoretical-methodological references the historical-cultural psychology presuppositions, particularly Vigotski's. The research was conducted with 6th grade students in a public elementary school in a city in the countryside of São Paulo State. We used reports as materiality mediator. Information was categorized into five cores of meaning in order to analyze the investigated senses. The results reveal the importance of using imagination as a tool in the education and learning processes and as means of giving adolescents voice, accomplishing an education method in which the students are the protagonists of their own history.
Imagination; adolescence; historic-cultural psychology