This article conducts a brief conceptual discussion about the relationship between imagination and childhood, indicating factors considered favourable to children's imagination: the arts, time, nature, adult mediation and narrative. Processes children use to create hypotheses concerning worldly phenomena are investigated, highlighting the role of curiosity and narrative sharing. Aspects of children's imaginative lives are examined, especially in pedagogical contexts, exploring opportunities for educational action - with an emphasis on oral narratives - which integrate different fields of knowledge in a non-dualist way and promote the opening of paths to discovery.
imagination; arts; science; education; childhood; narrative