75 results on '"Creativity"'
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2. Educate to know, act, create
- Author
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Fernando Sancen
- Subjects
Relation ,Dynamism ,Creativity ,Epigenesis ,Subject ,Education - Abstract
This paper presents a new form of envisaging education. The rational being is considered as the focus of educational process in a universe which they exist, know, act upon, and transform with their actions. The reality to be understood is conceived as a universe of energy permanently becoming, assuming the basic postulate of Quantum Physics present in Alfred North Whitehead’s Philosophy of Organism. This postulate is expanded upon the paradigm of neuroscience, assuming that the brain is the material locus where the aim or concept that guides action originates, now seen as self-creation of the individual and their environment. Creativity also is linked up with individual and social epigenetics guided by aware knowing. We postulate a critical, active education, attentive to dynamism that science and technology bring to society.
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- 2023
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3. Fostering a Creativity Culture
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Leonardo Springer
- Subjects
creativity ,education ,innovation ,design thinking ,cultural awareness ,Fine Arts ,History of the arts ,NX440-632 - Abstract
Design has evolved into a comprehensive discipline, its core areas (communication, product, spaces, web, service) are a fraction of its wide-ranging outcome which has expanded into specialized fields of knowledge. The creative process greatly depends on previously acquired cognitive knowledge (socio-cultural and moral values). This usually originates within a cultural context, that provides visual, audio, and kinaesthetic manifestations, requiring interpretations and understanding of both the designer and the end-user. Design education had to adapt and evolve accordingly, applying methodologies and encompassing a transdisciplinary approach involving research, art, materials, technology, processes, and human interactions in the development of design solutions, emphasizing understanding over output. Global culture and cultural expressions have created a need in design schools to foster understanding, encouraging students to ask questions and develop awareness of wide-ranging design manifestations, thus addressing a variety of subjects without prejudice of individual beliefs. This learning and sharing of experiences can produce meaningful results, considering that civilization is influenced by cultural interactions, regarding users and products/services. These are assessed as good/bad and beautiful/ugly, depending on specific cultural background and distinct interpretations. Cultural unawareness impairs individuals to develop creative thinking and accordingly innovative solutions. The issue presents itself, how to encourage creativity among design students, many unaware of their cultural background, thus overcoming the fear of failure, developing curiosity, applying research methodologies, and engaging in discussions that foster a mindfulness about design.
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- 2022
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4. Images of childhood in Comparison: Between Divergent Thinking and Technological Thought
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Anita Gramigna
- Subjects
Childhood ,Education ,Creativity ,Technology ,Epistemology - Abstract
Gianni Rodari gave us an ideology of childhood that revolutionized the way we interpret its experiences and with them the educational proposals. The category of Fantasy has become a lens through which to read a world that, for the first time, appeared fabulous, incorrupt, creative and, above all, competent. On the other hand, and in stark contrast, the adult pan-paedagogism turned out to be boring, reactionary, moralistic and even harmful. The Rodarian utopia begins to fade already in the 1980s when the educational but also economic values of technological pragmatism (Bini G., 2000) are imposed. These reflections try to compare that image of childhood with the one we see today in the school, among the gears of technology, in the reverent attitude that adults give to digital natives. The investigation has an interpretative nature and follows a qualitative approach while making use of the quantitative contributions of previous research conducted on the subject.
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- 2022
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5. Mathematics in early childhood education: an educational look from the perspective of creativity-A matemática na educação infantil: um olhar educacional sob a ótica da criatividade
- Author
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Edel Alexandre Silva Pontes
- Subjects
child education ,mathematics teaching ,creativity ,Education ,Science ,Social Sciences - Abstract
In today's contemporary world, the beginning of the 21st century, scientific and technological changes are accelerating and exponential growth so the nursery school needs to create the means to adapt to this whole evolutionary process of humanity. The objective of this work is to suggest innovative practices for the teaching of mathematics in children's education under the perspective of the child's creativity. The teaching of mathematics in children's education must be balanced with activities that can awaken in the child the creativity necessary to reach the solution of the problem proposed. Given this argument and for better learning of mathematics in children's education, we propose some activities associated with children's abilities, among them, numerical, verbal and spatial. It is hoped that this model of teaching and learning mathematics in early childhood education, through the three skills, is connected with the reality of the apprentice child.
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- 2020
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6. ESTUDOS DO FUNCIONAMENTO INTELIGENTE: REPERCUSSÕES NO CAMPO TEÓRICO-PRÁTICO DA EDUCAÇÃO, ABORDANDO ALTAS HABILIDADES E CRIATIVIDADE.
- Author
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Bulkool Mettrau, Marsyl
- Subjects
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SOCIAL development , *INDIVIDUAL development , *CREATIVE ability , *CITIZENSHIP , *HUMAN beings , *SOCIAL anxiety - Abstract
This work aims, through a literary review, contributes to a discussion about high abilities e creativity among all the characters involved in the educational practice. The main objective is to create reflections about the different expression of human intelligence, and how it could be approached for conduct in a better way the individual and social development. This essay proposes to share with society in general that the abilities of each individual could became an exercise of citizenship and intelligence can be understood as social patrimony. So, it is the society role to offer all the resources, so everyone, with special deficiency or efficiency, could develop individually and socially. [ABSTRACT FROM AUTHOR]
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- 2021
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7. Gamificação como Estratégia para Estimular a Aprendizagem dos Alunos na Escola: Uma Análise Bibliométrica.
- Author
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Barbosa da Cruz, Cleide Ane, Marques Nejaim, Vinicius, and Soares Bezerra, Aline Santos
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INFORMATION & communication technologies , *GAMIFICATION , *DATABASE searching , *EFFECTIVE teaching , *BIBLIOMETRICS - Abstract
Over the years, information and communication technologies started to be inserted in schools, and with that, gamification emerged as a way to improve the teaching and learning of students, and there are already scientific productions that deal with the application of gamification in education. Therefore, this research aims to present a bibliometric analysis of scientific publications on gamification applied to education. Regarding the methodology, this study is classified as quantitative exploratory. A bibliometric analysis was carried out through a search in the Scopus database, and 210 publications were found between the years 2013 to 2019. The results show that the scientific productions aimed at the application of gamification in education are recent, since data were found from 2013. In addition, it was found that Spain was the country where there is a greater concentration of publications related to the subject under study. The use of the VOSviewer program identified keywords that correspond to the gamification application, showing that its use is necessary to verify if what is being analyzed involves the object of the research study. Thus, it is understood that the publications show that the studies focused on gamification, applied to education, have been growing, however these studies are recent, which shows that there is still much to understand about its application and how this methodology can improve quality teaching and learning of students in schools. [ABSTRACT FROM AUTHOR]
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- 2021
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8. CRIATIVIDADE: A HABILIDADE NECESSÁRIA AOS PROFISSIONAIS NESTE SÉCULO.
- Author
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Barbato CARNEIRO, Maria Angela and de Aquino NOFFS, Neide
- Subjects
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SOCIAL processes , *POLITICAL change , *ECONOMIC change , *PROBLEM solving , *CREATIVE ability - Abstract
The present moment of humanity has been characterized by countless social, economic and political changes that are reflected in education. As a result of this process, it must be aligned with the new world order without, however, losing sight of the functions; reflective, cooperative, communicative and creative. In this sense, this work has as main objective to discuss the concept of creativity and its relevance in the development of the fundamental skills in the formation of teachers, seeking to transform them into critical subjects capable of quickly solving the problems faced in the current world. This way, the formation of education professionals must develop their creative capacity so that they become active subjects in the process of social transformation. This is a theoretical study that proposes to offer some suggestions for teaching in order to stimulate the creative process, especially at university. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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9. Qualitative Analysis on the Academic Work
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Fethi Bin Muhammad Belgacem, Dionéia Motta Monte-Serrat, Carlo Cattani, and Daniela Monte-Serrat Cabella
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academic work ,qualitative analysis ,ethics ,creativity ,intellectual property ,Education ,Education (General) ,L7-991 - Abstract
This article makes a qualitative analysis of what constitutes the academic work in its overlapping elements and processes. There is a joint analysis of theory and facts based on discourse analysis theory to observe intrinsic aspects that put creativity as an essential product of academic work, and extrinsic aspects necessary to establish trust and dignity as necessary assumptions to achieve its goal. We hope this approach become an available tool to protect creativity against abuses of power and to show how one builds a balanced academic work within an ethical dimension, preventing the construction of a fallacious product.
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- 2019
10. The role of creativity in graduate education according to students and professors
- Author
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Denise de Souza FLEITH
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Creativity ,Education ,graduate ,Faculty ,Students ,Psychology ,BF1-990 - Abstract
Abstract The aim of this research was to examine the role of creativity in the context of graduate studies from the perspective of students and professors. Semi-structured interviews were held with six students and six postgraduate professors from both a private and a public university. The topics covered included relevance, conception, and characteristics of creativity, as well as educational practices that foster and inhibit creativity. Grounded Theory was used to analyze the data. Both students and professors considered creativity as fundamental for the development of graduate education, but both have indicated personal and institutional barriers for the promotion of creative thinking. Partnerships, teamwork, different teaching strategies and interdisciplinarity were pointed out as factors that enhance creativity. On the other hand, the participants mentioned the evaluation of postgraduate programs, repetitive classes and bureaucracy as barriers to creativity. Future studies, involving classroom observation, case studies, and psychometric measurements, are suggested.
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- 2019
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11. 'I would be more creative if...': Are there perceived barriers to college students’ creative expression according to gender?
- Author
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Maria Fátima MORAIS and Leandro ALMEIDA
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Barriers ,Creativity ,Education ,higher ,Gender ,Psychology ,BF1-990 - Abstract
Abstract Creativity has become essential to the innovation that is demanded today. In this context, the university is fundamental in promoting creative skills and, thus, meeting such demand. Despite the lack of research concerning what college students think about creativity, these students perceive barriers to their creative expression. A total of 582 Portuguese college students were analyzed in the present study regarding their perceived barriers to the expression of creativity, using an inventory concerning psychological and social dimensions. Gender differences were assessed, not only considering the inventory’s factors, but also items independently. Statistically significant differences were found in both analyses. These results are the starting point to a debate about the role of university in students’ development, which should be not only professional, but also social and personal, besides the importance of finding place to creativity in their daily academic lives.
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- 2019
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12. Anglo-Saxon Advertising: The Search for Sound
- Author
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Matthew Allen
- Subjects
teaching ,literature ,language ,ESL ,creativity ,Education ,Special aspects of education ,LC8-6691 - Abstract
Anglo-Saxon poetry may seem quite distant to English language learners; however, it all depends on the purpose for which it is used in the classroom. In the activity described in this article, students are asked to listen carefully to the sound of spoken words, and then apply two powerful patterns of discourse in their writing: alliteration and alternation; this after reading and debating examples. Created by intuition and need, and developed through trial and error, Anglo-Saxon Advertising quickly became a cornerstone of the introductory British literature course for university students of English as a second language (ESL). As a further part of the process of applying this teaching tool, it was found that this type of classroom activity is supported by current international research on the didactics of English as a second language (Boers, Lindstromberg & Eyckmans, 2012; Eyckmans & Lindstromberg, 2017). In retrospect, the use of stimulating traditional literature in an English as a Second Language teaching environment raises fundamental questions about the importance of creativity in the classroom (Tsui, 2003), the need for a contemporary curriculum (Xie, 2014), the combination of language and literature (Zitlow, 2004), and the use of multiple modes of instruction (Traore & Kyei-Blankson, 2011)...
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- 2018
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13. The relationship between knowledge management and creativity in bachelor degree compared to master degree nursing students
- Author
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Banafsheh Tehranineshat and Mahnaz Rakhshan
- Subjects
students ,nursing ,creativity ,knowledge management ,education ,surveys and questionnaires. ,Nursing ,RT1-120 - Abstract
Objective To investigate the relationship between knowledge management and creativity in undergraduate compared with master degree nursing students. Methods This cross-sectional study was conducted with nursing students of the faculty of nursing and midwifery in an urban area in the southeast of Iran from August 2017 to January 2018. In this study, 180 students were selected using a simple random sampling method (Bachelor degree=120 and Master degree=60). Data was collected using the Nonaka and Takeuchi̛s knowledge management and Randsip's Creativity questionnaires. Results There was a direct and significant relationship between knowledge management and creativity in the students (r=0.47 in Bachelor degree and r=0.36 in Master degree). The mean scores of knowledge management dimensions and creativity were higher in the master degree students. Conclusion. There was a relationship between knowledge management and creativity in the bachelor and master degree students. It is necessary to corroborate the Efforts for the implementation of strategies for the knowledge management in all its dimensions. Therefore, the education environment can help with the development of students’ knowledge and skills. How to cite this article: Tehranineshat B, Rakhshan M. The relationship between knowledge management and creativity in bachelor degree compared to master degree nursing students. Invest. Educ. Enferm. 2018; 36(3):e05.
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- 2018
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14. Time is Greater to Space: the Principle of Social and Ecclesial Changes, in Francis’ Magisterium
- Author
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Álvaro Mendonça Pimentel
- Subjects
Peace ,Diálogo ,Sociology and Political Science ,Paz ,Religious studies ,Criatividade ,Education ,Tempo ,Time ,Creativity ,Philosophy ,Evangelização ,Evangelization ,Dialogue - Abstract
RESUMO O artigo examina os quatro princípios norteadores da dimensão social da evangelização, em particular, da promoção do bem comum e da paz social, segundo o magistério do Papa Francisco, expresso em sua Exortação Apostólica Evangelii Gaudium: a) O tempo é superior ao espaço; b) A unidade prevalece sobre o conflito; c) A realidade é mais importante do que a ideia e d) O todo é superior à parte. Pretende-se suprir a uma lacuna interpretativa sobre o tema em questão, uma vez que os estudiosos têm se contentado em expor os princípios sem esclarecê-los ou mesmo os têm utilizado de forma indiscriminada e ambígua. A partir de conhecimentos sobre a reflexão filosófica a respeito do tempo, o autor desenvolve uma reflexão e interpretação filosófico-teológica que demonstra o alcance e o desafio que os quatro princípios apresentam para a vida social e o anúncio do Evangelho, o diálogo entre os povos e a paz mundial. ABSTRACT The article examines the four guiding principles of the social dimension of evangelization, in particular the promotion of the common good and social peace, according to the teaching of Pope Francis, contained in his Apostolic Exhortation Evangelii Gaudium: a) Time is greater than space; b) Unity prevails over conflict; c) The reality is more important than the idea and d) The whole is superior to the part. It is intended to fill an interpretative gap on the subject in question, since scholars have been content to expose the principles without clarifying them or even have used them indiscriminately and ambiguously. Based on knowledge of philosophical reflection about time, the author develops a philosophical-theological reflection and interpretation that demonstrates the scope and challenge that the four principles present for social life and Gospel proclamation, the dialogue between peoples and world peace.
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- 2023
15. Criatividade de estudantes universitários
- Author
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Elsa Morgado and Levi Leonido
- Subjects
Creativity ,Educação ,General Arts and Humanities ,Criatividade ,Higher education ,Evaluation ,Education ,Ensino superior ,Avaliação - Abstract
No presente estudo avaliámos a autopercepção da criatividade de um grupo de estudantes da Universidade Estadual Vale do Acaraú e o resultado da aplicação do Teste de Criatividade de Torrance a 12 bolsistas do Programa Institucional de Bolsas de Iniciação Científica e Desenvolvimento Tecnológico. Em termos metodológicos recorremos à investigação qualitativa do tipo pesquisa- ação e ao uso de um formulário com uma pergunta aberta e o referido Teste de Criatividade, ambos aplicados antes e após a ação. Podemos observar que os estudantes que se autoavaliam como pouco criativos apresentam resultados acima da média no Teste de Torrance, assim como registamos uma evolução significativa do grupo face à primeira e a segunda avaliação, tanto no Teste de Torrance quanto na perceção da sua criatividade. A oficina (40 horas) agregou elementos propícios à expressão da criatividade dos participantes, especificamente na ampliação da visão de si mesmo como ser criativo., This study presents an evaluation regarding the perception of creativity of a group of students from the University of Vale do Acaraú and the result of Torrance Creativity Test as applied to 12 Scholarship Fellows from the Institutional Program for Scientific Initiation and Development. Concerning the methodology, we used the qualitative research of action research type, a questionnaire with an open question and the referred Creativity Test, both applied before and after the action. We can thus observe that students who self-assessed themselves as uncreative have presented results above the average results within the Torrance test, and we identified a significant evolution of the group when it comes to the first and the second evaluation, both in the Torrance test and in their perception of creativity. The workshop (40 hours) added elements that supported the very expression of creativity by the participants, specifically their personal perception as creative beings.
- Published
- 2022
16. UMA PAISAGEM DE MIM: IMAGENS DE UMA OFICINA DE CRIATIVIDADE NO CEARÁ, BRASIL.
- Author
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VIANA, Rebeca, MORGADO, Elsa, BEZERRA, Sefisa, and LEONIDO, Levi
- Abstract
Copyright of ERAS: European Review of Artistic Studies is the property of European Review of Artistic Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
17. CICLO CRIATIVO DE JOGOS COLABORATIVOS: UM MÉTODO PARA CRIAÇÃO DE JOGOS EDUCATIVOS.
- Author
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ANTUNES, J., QUEIROZ, Z. F., SANTOS, I. B. R., and LIMA, J. N.
- Abstract
Cooperative games have acquired importance in the field of educational methodologies because they are a language accessible to young people, prone to working together and solving problems that would be difficult to access individually. This methodology provides the use and learning of common skills and competences jointly, valuing learning with others, however, the design of these games is still emblematic of educators since the field of studies presents only specific actions, especially when we deal with methodologies for game creation. Our objective, with this study, is to contribute to the methodological field, providing a tool experimented by the LIJC - UFCA, in the design of cooperative games, that structures and interrelates the creative process of decision making. This research uses a bibliographic study that permeates both article and the metod proposal, this study is exploratories research and a game production experience report, a product refined by the project and applied to participants from different institutions. This work resulted in an activity of a playful character, full of meanings and structured in concepts such as horizontal education, learning with others, mutual respect and dialogical; where we conclude that for the success of a method, the conceptual contribution and experimentation must be allied, without forgetting the primacy of the sense of an integral education of the human being. [ABSTRACT FROM AUTHOR]
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- 2018
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18. Developing creativity through ICT and Music Teachers’ Training: a biographical experience
- Author
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Fernando José Sadio-Ramos, María del Mar Bernabé-Villodre, and María Angustias Ortiz-Molina
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Linguistics and Language ,Higher education ,media_common.quotation_subject ,Musical education ,Competencies ,Language and Linguistics ,Education ,Creativity ,Investigação biográfico-narrativa ,Pedagogy ,Educação Musical ,Sociology ,Competences ,Citizenship ,media_common ,TIC ,business.industry ,Communication ,Teacher ,Competências ,Criatividade ,Citizen journalism ,Music education ,Biographical-narrative investigation ,Computer Science Applications ,Information and Communications Technology ,Close relationship ,Professores ,ICT ,business ,Humanities - Abstract
O texto faz parte de uma investigação qualitativa biográfico-narrativa que temos em curso, e que se processa mediante a obtenção de testemunhos de professores e investigadores que formam professores com o auxílio das TIC de modo a promover as competências de criatividade, colaboração, cooperação e comunicação, entendidas como essenciais para o desenvolvimento de uma educação integral, promotora da sustentabilidade curricular e da cidadania participativa. Neste artigo, damos conta da experiência de uma professora e investigadora, Cristina Arriaga Sanz, que se dedica à formação de professores no âmbito da Educação Musical no ensino superior espanhol, de que salientaremos a relação estreita com as aportações teóricas que apresentamos e com resultados anteriores obtidos por meio da nossa investigação., The text is part of a qualitative biographical-narrative investigation in process, which proceeds by obtaining testimonies from teachers and researchers who train teachers with the help of ICT to promote the skills of creativity, collaboration, cooperation, and communication, understood as essential for the development of comprehensive education, promoting curricular sustainability and participatory citizenship. In this article, we report on the experience of a teacher and researcher, Cristina Arriaga Sanz, who dedicates her labor to teacher training in the field of Musical education in Spanish Higher Education, of which we will emphasize the close relationship of its contents with the theoretical contributions we present and with previous results obtained through our investigation.
- Published
- 2022
19. Uso de la cultura maker en el contexto educativo: Revisión sistemática de la literatura
- Author
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Santos, Danrley Alves dos, Fonseca, Luis Carlos Costa, Pinto, Mauro Sérgio Silva, and Ribeiro, Francisco Adelton Alves
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Creativity ,Educação ,Educación ,Movimento maker ,Movimiento creador ,Criatividade ,Enseñanza ,Maker movement ,Creatividad ,Teaching ,Ensino ,Education - Abstract
The creative process is extremely important for the development of a society, therefore, one of the functions of school institutions is to provide assistance to students in the development of their skills to think, in an inventive way, in order to solve problems that arise in everyday life. ., with direct experience in problem solving, added to intuition, trial and error, in the elaboration of objects, gave rise to the maker movement, which aims to stimulate collaborative intelligence, the process of creativity and the practical issue in the use of technological resources, motivated by fun and self-fulfillment. The main objective of this research is to demonstrate a broad view of studies on maker culture in the educational context. To support the research, there was a need for a systematic literature review, through the analysis of theories referring to the maker movement and its importance in education. It was found through the research that the topic has been attracting greater attention from the scientific community, both internationally and nationally, and it can be seen that most studies are directed to the domain of Science and Technology learning. However, there is still a clear need for more research regarding the application of the maker movement in the educational sphere, thus providing for an exploration and further development of new tools, in addition to highlighting in the research the lack of new instruments to measure its real effectiveness in the educational process. El proceso creativo es sumamente importante para el desarrollo de una sociedad, por lo tanto, una de las funciones de las instituciones escolares es brindar asistencia a los estudiantes en el desarrollo de sus habilidades para pensar, de manera inventiva, con el fin de resolver los problemas que se presentan en cotidianidad. ., con experiencia directa en la resolución de problemas, sumado a la intuición, ensayo y error, en la elaboración de objetos, dio origen al movimiento maker, que pretende estimular la inteligencia colaborativa, el proceso de creatividad y la cuestión práctica en el uso de recursos tecnológicos, motivados por la diversión y la autorrealización. El objetivo principal de esta investigación es demostrar una visión amplia de los estudios sobre la cultura maker en el contexto educativo. Para sustentar la investigación, fue necesaria una revisión sistemática de la literatura, a través del análisis de las teorías referentes al movimiento maker y su importancia en la educación. Se constató a través de la investigación que el tema viene atrayendo mayor atención de la comunidad científica, tanto a nivel internacional como nacional, y se puede apreciar que la mayoría de los estudios están dirigidos al dominio del aprendizaje de la Ciencia y la Tecnología. Sin embargo, aún existe una clara necesidad de más investigación en cuanto a la aplicación del movimiento maker en el ámbito educativo, permitiendo así una exploración y mayor desarrollo de nuevas herramientas, además de destacar en la investigación la falta de nuevos instrumentos para medir su eficacia real en el proceso educativo. O processo criativo é de extrema importância para o desenvolvimento de uma sociedade, sendo assim, uma das funções das instituições escolares é proporcionar à assistência aos discentes no desenvolvimento de suas habilidades para pensar, de modo inventivo, em prol de resolver problemas que surgem no cotidiano., com a experiência direta na resolução de problemas, somada à intuição, tentativa e erros, na elaboração de objetos, fez surgir o movimento maker, o qual possui como objetivo estimular a inteligência colaborativa, o processo de criatividade e a questão prática na utilização dos recursos tecnológicos, motivados pela diversão e autorrealização. O objetivo principal da presente pesquisa consiste em demonstrar uma visão ampla de estudos sobre a cultura maker no contexto educacional. Para a fundamentação da pesquisa houve a necessidade de uma revisão sistemática de literatura, por meio da análise de teorias referentes ao movimento maker e sua importância na educação. Constatou-se por meio da pesquisa que o tema vem atraindo uma atenção maior da comunidade científica, tanto internacional, como na esfera nacional, podendo se evidenciar que a maioria dos estudos está direcionada para o domínio de aprendizagem de Ciência e Tecnologia. Entretanto há ainda é notória a necessidade de mais pesquisas referentes à aplicação do movimento maker na esfera educacional, propiciando-se, assim, uma exploração e um maior desenvolvimento de ferramentas novas, além de se evidenciar na pesquisa a carência de instrumentos novos destinados a medir a sua real eficácia no processo educacional.
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- 2022
20. Effects of an Online Program for the Developing of Creativity in Teachers and Students of Pedagogy
- Author
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Rocha, Karina Nalevaiko, Pontifícia Universidade Católica de Campinas (PUC-Campinas), and Wechsler, Solange Muglia
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Creativity ,Educação ,Educación ,Programas de desarrollo ,Criatividade ,Programas de desenvolvimento ,Development programs ,Creatividad ,Education - Abstract
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) A importância da criatividade na educação e o papel do professor na identificação e desenvolvimento da criatividade justificam investimentos em estratégias e programas estruturados de desenvolvimento da criatividade no âmbito escolar. O objetivo deste estudo foi avaliar os efeitos de um programa online para o desenvolvimento do potencial criativo em professores e estudantes de licenciaturas. A amostra foi composta por 30 professores, sendo 17 do grupo experimental e 13 do grupo controle. Os instrumentos utilizados foram os Testes de Torrance - Forma Verbal (Wechsler, 2004a, 2004b), Bateria de Avaliação Intelectual e Criativa - Sub-teste de Criatividade e Redações. Foram aplicadas atividades de pré e pós-teste e avaliadas diferenças significativas através de análises qualitativas e quantitativas Mann-Whitney Teste U e Teste t entre os grupos controle e experimental de cada dimensão da criatividade. O treinamento teve duração de 3 semanas, totalizando 10 horas em 6 encontros. Os resultados indicaram efeitos significativos no desenvolvimento da criatividade nas dimensões da criatividade verbal fluência, flexibilidade, elaboração, originalidade, emoção, perspectiva incomum e fantasia do grupo experimental. Desta forma, o presente estudo demonstrou que é possível desenvolver a criatividade em docentes indicando a importância de programas voltados para este tema. The importance of creativity in education and the role of the instructor in the identification and development of creativity justify investments in strategies and structured programs for the development of creativity in schools. The objective of this work was to evaluate the effects of an online program for the development of the creative potential in teachers and students from teaching-oriented courses. The sample was composed by 30 teachers, 17 assigned to an experimental group and 13 to a control group. The instruments used were the Torrance Test - Verbal Form (Wechsler, 2004a, 2004b); Intelectual and Creative Evaluation Battery - Creativity Sub-test; and Essays. Pre and post-rest activities were applied and significant differences were evaluated through qualitative and quantitative Mann-Whitney Test U and Test t analysis between the control and experimental groups for each creativity dimension. The training lasted for 3 weeks, in a total of 10 hours over 6 encounters. The results indicate significative effect in the development of creativity in the dimensions of verbal fluency creativity, flexibility, elaboration, originality, emotion, uncommon perspective and fantasy of the experimental group. Thus, the present study demonstrated that it is possible to develop creativity in instructors, indicating the importance of programs focused on this topic. La importancia de la creatividad en la educación y el papel del docente en la identificación y desarrollo de la creatividad justifican inversiones en estrategias y programas estructurados para el desarrollo de la creatividad en el ámbito escolar. El objetivo de este estudio fue evaluar los efectos de un programa en línea para el desarrollo del potencial creativo en docentes y estudiantes de pregrado. La muestra estuvo conformada por 30 docentes, 17 del grupo experimental y 13 del grupo control. Los instrumentos utilizados fueron los Tests de Torrance - Forma Verbal (Wechsler, 2004a, 2004b), Batería de Evaluación Intelectual y Creativa - Sub-test de Creatividad y Escritura. Se aplicaron actividades pre y post test y se evaluaron diferencias significativas mediante análisis cualitativo y cuantitativo Mann-Whitney Test U y Test t entre los grupos control y experimental de cada dimensión de la creatividad. La capacitación tuvo una duración de 3 semanas, totalizando 10 horas en 6 encuentros. Los resultados indicaron efectos significativos en el desarrollo de la creatividad en las dimensiones de creatividad verbal, fluidez, flexibilidad, elaboración, originalidad, emoción, perspectiva inusual y fantasía del grupo experimental. De esta forma, el presente estudio demostró que es posible desarrollar la creatividad en los docentes, indicando la importancia de los programas enfocados en esta temática.
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- 2022
21. A criatividade e o ensino superior: considerações para o presente e o futuro
- Author
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Morais, Maria de Fátima, Pinto, Rafaela, Martins, Maria Fernanda dos Santos, Miranda, Lucia, and Universidade do Minho
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Creativity ,Educação de qualidade ,Clima criativo ,Alunos universitarios ,Creative climate ,Ciências Sociais::Psicologia ,Criatividade ,Higher education ,Ensino Superior ,Education - Abstract
Criatividade é considerada uma das competências essenciais ao século XXI. Por seu lado, a universidade torna-se um local privilegiado para a formação de profissionais criativos em qualquer domínio do saber e, assim, para responder aos desafios com a inovação que a sociedade exige. Este artigo é de índole teórica e visa refletir a articulação da relevância da criatividade com o papel do Ensino Superior para fomentar tal competência. Numa primeira parte, comenta-se a pertinência de criatividade na atualidade e a existência nessa atualidade da Geração Z como uma faixa da juventude que corresponde aos universitários e que reúne características potenciadoras de inovação. Numa segunda parte são apresentados contornos do conceito teórico principal aqui em causa (criatividade) e como, de uma forma geral, ele pode ser fomentado na Educação. Por último, especificamente, aborda-se a universidade como um espaço que ainda apresenta obstáculos para cumprir a função da formação de alunos criativos e são apontadas algumas orientações para que este objetivo seja nela cumprido., Creativity is considered one of the essential skills of the 21st century. For its part, the university becomes a privileged place for the training of creative professionals in any field of knowledge and, thus, to respond to the challenges with the innovation that society demands. This article is theoretical in nature, seeking to reflect the articulation of the relevance of creativity and the role of university in order to promote it. In a first part, the relevance of creativity today is underlined and the existence of Generation Z is presented as a group of youth that corresponds to university students and which gathers innovation-enhancing characteristics. A second part outlines of the main theoretical concept in question here (creativity) are presented and how, in general, it can be fostered in Education. Finally, and specifically, the university is approached as a space that still presents obstacles to fulfilling the function of training creative students and some guidelines are pointed out for this objective to be carried out in it., Este trabalho é financiado pelo CIEd – Centro de Investigação em Educação, Instituto de Educação, Universidade do Minho, projetos UIDB/01661/2020 e UIDP/01661/2020, através de fundos nacionais da FCT/MCTES-PT.
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- 2022
22. O aprender a ler como exercício de liberdade.
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de Almeida, Cleide Rita Silvério, Sil Pereira, Priscila Cassanti, and Passos, Rita Margareth
- Abstract
The article is set out as a reading of Justin Chadwick's movie film The first grader, expressed in a reflexive analysis supported by studies of complexity and education from the perspective of Edgar Morin (2001). The film describes the actual experience of Kimane Ng'ang'a Maruge, a former guerrilla member in the Mau Mau uprising in Kenya, in the 1950s, that at the age of 84 goes to the primary school in his country to get a certificate. The goal is to understand the impacts of personal searches on school, education, and broader social contexts. The reflexive analysis, of hermeneutic nature, starts on the linguistic and historical textual apparatus presented in the film and its impact on the universe of meaning of the authors of the text, to express the creative and transdisciplinary characteristics of the pedagogical proposal elaborated in the school. In the analysis carried out, the strength of the subjects of education could be verified, beyond the limits imposed by external conditioning to the school. In this way, the article presents an analysis about the complex dynamics, which surround the subjects of education, the processes constructed inside the school and their impact on the social micro space and macro space. [ABSTRACT FROM AUTHOR]
- Published
- 2017
23. Educação para a Criatividade em Adolescentes: Uma Experiência com Future Problem Solving Program Internacional.
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Azevedo, Ivete, de Fátima Morais, Maria, and Martins, Fernanda
- Abstract
Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2017
- Full Text
- View/download PDF
24. (Pre-)Scripted Creativity: An Examination of the Creativity Movement in Spain’s Contemporary Music Education Literature
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Antía González-Ben
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Creativity ,Music education ,Spain ,Critical discourse analysis. ,Education ,Special aspects of education ,LC8-6691 - Abstract
Creativity is a pervasive topic in current discourses on music education inSpain. Creativity is commonly seen as universal. Also, the construct is oftenseen as entirely positive and as a desirable personality trait. This paper challengesthese premises. It unpacks creativity’s contingency as a cultural constructattached to a particular set of ideas and values, and it examines thisnotion as part of a particular regime of truth. The paper begins by contextualizingthe Spanish creativity movement within music education and bydelineating the socio-political and economic coordinates that surrounded itsemergence in contemporary Spain. Then, the paper approaches creativity asa pedagogical object, and it explores this construct’s ambivalent associationwith long-standing tropes about curriculum design and the social role ofeducation. Discourses on creativity in Spanish music education ultimatelycontribute to the fabrication of an ideal type of student and, by extension,to the «creation» of a particular kind of Spanish citizen. The paper ends byexamining potential dissonances between creativity’s hoped-for outcomesand its actual effects.
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- 2015
- Full Text
- View/download PDF
25. Deaf children, humor and education policy
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Donna Jo Napoli and Rachel Sutton-Spence
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Dance ,media_common.quotation_subject ,education ,Sign language ,computer.software_genre ,030507 speech-language pathology & audiology ,03 medical and health sciences ,Pedagogy ,otorhinolaryngologic diseases ,deaf education ,Education policy ,Competence (human resources) ,Deaf education ,media_common ,education policy ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,Bilingual education ,humor ,05 social sciences ,language rights ,050301 education ,General Medicine ,Creativity ,0305 other medical science ,Psychology ,lcsh:L ,0503 education ,computer ,Interpreter ,lcsh:Education - Abstract
Deaf children need true inclusion to learn, entailing consistent, pervasive use of visual-learning techniques (Hauser et al. 2010). This is achieved via bilingual education policies that permit teachers to engage in deaf pedagogy using sign language (Quadros and Stumpf in press and Quadros 2018). Educational policies advocating inclusion via an interpreter in the mainstreamed classroom create the “illusion of inclusion” (Glickman 2003). We argue that, in either case, humor can aid inclusion. Understanding humor is a developmental ability, related to cognitive, social, linguistic, and metalinguistic competence. Additionally, learning how humor is understood and expressed contributes to language mastery (Huss 2008; Garner 2006). However, we find little discussion of humor in deaf education (but see Sanders 1986; Luckner and Yarger 1997; and Ashton et al. 2012). We contend that deaf students have the right to learn through humor and play, throughout school. Educational policies should reflect that. Educators understand that games are important for learning at any age, and especially for the very young where play is learning, and learning is play. We offer examples of how to modify common classroom activities to extend their effectiveness to deaf children and enhance their effectiveness with hearing children, from dance making mathematical concepts visually apparent, through sign language play encouraging creativity, to mime and theatre techniques illustrating geological facts.
- Published
- 2019
26. TEACHER PROFESSIONAL DEVELOPMENT AND TRAINING OF THE CREATIVE INVESTIGATIVE SUBJECT BASED ON THE BRAZILIAN COMMON CURRICULAR BASE FOR SCIENCE TEACHING
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Carlos José Trindade da Rocha
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formación de profesores ,enseñanza por investigación ,ensino por investigação ,criatividade ,teaching by inquiry ,Brazilian Common Curricular Base ,creatividad ,Base Curricular Común Brasileña ,formação de professores ,Base Nacional Comum Curricular ,teacher training ,creativity ,Education - Abstract
RESUMO O texto apresentou um estudo sobre o desenvolvimento profissional docente, no qual professores podem desenvolver criatividade e autonomia formativas, em particular para o ensino por investigação. Visou-se ainda propor a formação do sujeito criativo investigativo, alinhada à nova Base Nacional Comum Curricular. Dentro de uma abordagem qualitativa associou-se a proposta a um plano de trabalho de estágio pós-doutoral em uma universidade pública do Amazonas. A proposta permite efetivar o desenvolvimento profissional docente em perspectiva de modalidades de ações investigativas, apresentando condução de atos criativos no contexto educativo. Os elementos das relações de fases de criatividade e modalidades de ações investigativas podem ser considerados para a efetiva concretização dos pressupostos de formação do sujeito criativo investigativo e podem ser transferidos para diversos atos de ensino direcionado à educação científica. ABSTRACT The text presented a study on teacher professional development, in which teachers can develop formative creativity and autonomy, mainly for teaching by inquiry. It was also aimed at proposing the formation of the investigative creative subject, in line with the new Brazilian Common Curricular Base (Base Nacional Comum Curricular). Within a qualitative approach, the proposal was associated with a post-doctoral internship work plan at a public university in Amazonas. The proposal allows to effectuate teacher professional development in terms of investigative action modalities, presenting the conduction of creative acts in the educational context. The elements of relations between phases of creativity and modalities of investigative actions can be considered for the effective realization of the formation presuppositions of the investigative creative subject and can be transferred to several teaching acts towards scientific education. RESUMEN El texto presentó un estudio sobre el desarrollo profesional de docentes en el que los profesores pueden desarrollar la suya creatividad y autonomía formativa, en particular para la enseñanza por investigación. También se buscó proponer la formación del sujeto creativo de investigación, en línea con la nueva Base Curricular Común Brasileña. Dentro de un enfoque cualitativo, la propuesta se asoció con un plan de trabajo de pasantía posdoctoral en una universidad pública en Amazonas. La propuesta permite la realización del desarrollo profesional de docentes en términos de modalidades de acción de investigación, presentando la realización de actos creativos en el contexto educativo. Los elementos de las relaciones entre las fases de la creatividad y las modalidades de las acciones de investigación pueden considerarse para la realización efectiva de las presuposiciones de formación del sujeto creativo de investigación y transferirse a varios actos de enseñanza direccionados para la educación científica.
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- 2021
27. CRIATIVIDADE NO COTIDIANO DE JOVENS: O LUGAR DA ESCOLA E DA EXPERIÊNCIA
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Alcimar Enéas Rocha Trancoso and Rosemeire Reis
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Cultural Studies ,LC8-6691 ,CRIATIVIDADE ,JUVENTUDE ,CREATIVITY ,EXPERIÊNCIA SOCIAL ,CRÉATIVITÉ ,ESCUELA ,Special aspects of education ,SOCIAL EXPERIENCE ,HM401-1281 ,Education ,EXPERIENCIA SOCIAL ,Gender Studies ,JEUNESSE ,JUVENTUD ,YOUTH ,EXPÉRIENCE SOCIALE ,SCHOOL ,Sociology (General) ,CREATIVIDAD ,ÉCOLE ,ESCOLA - Abstract
Resumo Analisamos em que medida a experiência escolar e as manifestações criativas cotidianas se relacionam. Realizamos pesquisa qualitativa, sócio-histórica, utilizando entrevistas semiestruturadas com sete jovens estudantes, analisadas a partir dos núcleos de significação estabelecidos. A experiência social, de princípios heterogêneos, foi compreendida como forma de designar as condutas, produzidas a partir da combinação de distintas lógicas de ação. Os jovens pesquisados se consideraram criativos. A experiência escolar se vinculava à criatividade na vida cotidiana na medida em que se conectavam nas redes de espaços que se estabeleciam na experiência juvenil de cada um. A escola, e o que ela representava para eles, não era interpretada como locus significativo para a experiência dos atores. Resumen Analizamos el grado en que la experiencia escolar y las manifestaciones creativas cotidianas están relacionadas. Se realizó una investigación cualitativa, socio histórica, utilizando entrevistas semiestructuradas con siete jóvenes estudiantes, analizados a partir de los núcleos de significado establecidos. La experiencia social, de principios heterogéneos, fue entendida como una forma de designar las conductas, producidas a partir de la combinación de diferentes lógicas de acción. Los jóvenes encuestados se consideraban creativos. La experiencia escolar estuvo ligada a la creatividad en la vida cotidiana ya que se conectaron en las redes de espacios que se establecieron en la experiencia juvenil de cada uno. La escuela, y lo que representaba para ellos, no era interpretada como locus significativo para la experiencia de los actores. Résumé Ce travail analyse dans quelle mesure l’expérience scolaire et les manifestations créatives du quotidien sont liées. Une recherche qualitative et socio-historique a été réalisée à l’aide d’entretiens semi-directifs menés auprès de sept jeunes élèves. Les résultats ont été analysés à partir des noyaux de sens qui s’en sont dégagés. L’expérience sociale, aux principes hétérogènes, a été saisie comme une manière de désigner des comportements, produits à partir de la combinaison de différentes logiques d’action. Les jeunes interrogés se sont tous considérés comme créatifs. L’expérience scolaire est apparue liée à la créativité dans la vie quotidienne dans la mesure où les élèves y ont reconnu les réseaux d’espaces déjà présents dans leur propre expérience juvénile. L’école, et ce qu’elle représentait pour eux, n’a pas été interprétée comme un locus significatif pour l’expérience des acteurs. Abstract Creativity and school mark the daily lives of an expressive youth segment. We analyze the extent to which school experience and everyday creative manifestations are related. We conducted qualitative, socio-historical research, using semi-structured interviews with seven young students, analyzed from the established meaning nuclei. The social experience, of heterogeneous principles, was understood as a way of designating the behaviors, produced from the combination of different logics action. The young people surveyed considered themselves creative. The school experience was linked to creativity in everyday life insofar as they were connected in the networks of spaces that were established in the youth experience of each one. The school, and what it represented to them, was not interpreted as a significant locus for the actors’ experience.
- Published
- 2021
28. Analysis of Publications Relating Giftedness, Creativity and Bilingualism in the Scielo, Scopus and Web of Science Databases
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Taís Crema Remoli FERREIRA, Miguel Claudio Moriel CHACON, and Vera Lucia Messias Fialho CAPELLINI
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Literature review ,050101 languages & linguistics ,LC8-6691 ,Bilinguismo ,Bilingualism ,Special Education ,05 social sciences ,Revisão de literatura ,Criatividade ,Giftedness ,Special aspects of education ,050105 experimental psychology ,Education ,Creativity ,Altas habilidades/Superdotação ,Educação Especial ,0501 psychology and cognitive sciences - Abstract
RESUMO: Neste artigo, propôs-se a realizar uma busca em uma base de dados nacional (SciELO) e em duas internacionais (Scopus e Web of Science) a fim de investigar possíveis conexões entre os temas altas habilidades/superdotação (AH/SD), criatividade e bilinguismo, uma vez que o interesse pelos três unitermos vêm crescendo. Na verificação realizada em 2020, a partir de diferentes combinações desses unitermos, tanto em Língua Portuguesa como Inglesa, nenhum trabalho que relacionava os três tópicos foi encontrado, mas obtiveram-se dez artigos que abordavam a conexão entre dois deles. A conexão entre AH/SD e bilinguismo foi a temática mais recorrente, com seis estudos. A maior parte desses achados investigou a forma de avaliar e trabalhar com alunos com AH/SD bilíngues inseridos em diferentes realidades, havendo a crítica dos autores às avaliações e aos testes padronizados que não se preocupavam em englobar diferenças culturais e linguísticas nesses instrumentos. Os quatro outros artigos abordaram criatividade e bilinguismo, tendo como foco a comparação de diferentes medidas de criatividade entre crianças bilíngues e monolíngues. Por meio dos dados obtidos nos textos, houve ganho mais significativo em diferentes medidas de criatividade às crianças bilíngues. A partir da análise dos achados, verificou-se a pouca produção relacionando as temáticas apresentadas, mesmo limitando-se a busca à conexão de apenas dois dos unitermos citados. Assim, sugerem-se novos estudos em ambientes bilíngues com foco em estudantes público-alvo da Educação Especial, especificamente aqueles com AH/SD. Recomenda-se, também, o desenvolvimento da criatividade nesse contexto e a divulgação de mais pesquisas empíricas para que novos trabalhos possam ser replicados. ABSTRACT: In this article, it was proposed to conduct a search in a national database (SciELO) and in two international ones (Scopus and Web of Science), in order to investigate possible connections between the themes giftedness, creativity and bilingualism, as interest in the three terms has been growing. In the verification carried out in 2020 with different combinations of these uniterms, written in Portuguese and English, no work related to the three topics was found, but ten articles addressing the connection between two of the topics were obtained. The connection between giftedness and bilingualism was the most recurrent theme, with six studies. Most of them investigated how to evaluate and work with gifted bilingual students inserted in different realities with the authors’ criticism of the standardized evaluations and tests that were not concerned with encompassing cultural and linguistic differences in these instruments. The four other articles addressed creativity and bilingualism and were focused on comparing different measures of creativity of bilingual and monolingual children. Through the data obtained in the texts, there was a more significant gain in different measures of creativity for bilingual children. From the analysis of the findings, there was little production related to the themes presented, even though the search was limited to the connection of only two of the aforementioned uniterms. Thus, new studies are suggested in bilingual environments with a focus on target students of Special Education, specifically those with giftedness. It is also recommended the development of creativity in this context and the dissemination of more empirical research so that new works can be replicated.
- Published
- 2021
29. Relatório de estágio realizado na Escola Secundária de Mem Martins
- Author
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Coelho, Carlos Eduardo da Rocha and Gomes, Fernando Paulo Oliveira
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Escola ,Planeamento ,Criatividade ,Active lifestyleActive lifestyle ,Community ,Assessment ,Avaliação ,Education ,Ensino ,Creativity ,Motivação ,Aprendizagem ,Comunidade ,Planning school ,Educação Física ,Physical education ,Learning ,Estilo de vida ativo ,Ciências Sociais [Domínio/Área Científica] - Abstract
O presente relatório pretende espelhar o trabalho realizado durante o Estágio Pedagógico, estando dividido em duas partes. A primeira corresponde à contextualização do estágio onde se caracteriza, pormenorizadamente, o Agrupamento de Escolas de Mem Martins. A segunda parte refere-se à componente prática, explanando o papel do professor na mesma e apresentando o plano de estágio, onde estão incluídas todas as atividades desenvolvidas. Esta exposição pormenorizada consiste na descrição dos dados referentes, resultados de testes aplicados, objetivos da intervenção, síntese da mesma e reflexão pessoal. Os objetivos gerais deste estágio assentam, fundamentalmente, na componente prática que a supervisão pedagógica possibilita, permitindo o contacto com outros profissionais. Torna-se, portanto, viável a aplicação de todas as atividades inerentes à função profissional de um professor de Educação Física. As expectativas relativas a este estágio foram largamente superadas promovendo um desenvolvimento pessoal enquanto profissional inigualável. A concretização deste estágio permitiu a aquisição de competências diversificadas, contribuindo para o primeiro passo na formação do complexo percurso que constitui a criação da minha identidade individual como profissional. This report intends to reflect the work carried out during the Pedagogical Internship, being divided into two parts. The first corresponds to the context of the internship where the Mem Martins School Grouping is characterized in detail. The second part refers to the practical component, explaining the teacher's role in it and presenting the internship plan, which includes all the activities developed. This detailed exposition consists of the description of the referring data, results of applied tests, objectives of the intervention, its synthesis and personal reflection. The general objectives of this internship are fundamentally based on the practical component that pedagogical supervision makes possible, allowing contact with other professionals. Therefore, it becomes possible to apply all activities inherent to the professional role of a Physical Education teacher. The expectations related to this internship were largely surpassed, promoting personal development as an unparalleled professional. The completion of this internship allowed the acquisition of diversified skills, contributing to the first step in the formation of the complex path that constitutes the creation of my individual identity as a professional.
- Published
- 2021
30. Contextos, aplicaciones y nociones de innovación en documentos oficiales de SED/SC: Nueva propuesta de enseñanza innovadora en filosofía
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Pádova, Léo Cezar, Cenci, Márcio Paulo, and Alves, Marcos Alexandre
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Empreendedorismo ,Ensino de filosofia ,Teaching ,Educación ,Criatividade ,Innovación ,Emprendimiento ,Enseñanza de la Filosofía ,Creatividad ,Entrepreneurship ,Innovation ,Education ,Teaching of Philosophy ,Creativity ,Inovação ,Ensino ,Educação ,Ensino de Filosofia ,Enseñanza de la filosofía ,Teaching of philosophy ,Enseñanza - Abstract
The article addresses the notion of innovation in scientific literature and in official documents prepared by the Department of Education, of the State of Santa Catarina – SED/SC, with special emphasis on innovation in the teaching of Philosophy. It seeks to understand in the curriculum proposals the different contexts and applications of the concept of innovation. The teaching documents and notebooks presented by the new integral and innovative teaching models are analyzed. The main gaps in traditional education are identified, in search of a balance and the creation of conditions for an innovative process in education. Innovation and entrepreneurship in high school enable changes in the school environment, in pedagogical relationships and in the teaching and learning process, and qualify young people for life and work. Innovation involves interdisciplinary practice, teacher creativity and inventiveness in methodological terms and teaching strategies, new curriculum design, school management, pedagogical planning, use of technologies, new assessment models, together with the entrepreneurship of institutions, stimulated by the State, as responsible for educational policies. El artículo aborda la noción de innovación en la literatura científica y en los documentos oficiales elaborados por el Departamento de Educación, del Estado de Santa Catarina - SED / SC, con especial énfasis en la innovación en la enseñanza de la Filosofía. Busca comprender en las propuestas curriculares los diferentes contextos y aplicaciones del concepto de innovación. Se analizan los documentos didácticos y cuadernos presentados por los nuevos modelos de enseñanza integrales e innovadores. Se identifican las principales brechas en la educación tradicional, en busca del equilibrio y la creación de condiciones para un proceso innovador en educación. La innovación y el emprendimiento en el bachillerato posibilitan cambios en el entorno escolar, en las relaciones pedagógicas y en el proceso de enseñanza y aprendizaje, y capacitan a los jóvenes para la vida y el trabajo. La innovación involucra la práctica interdisciplinaria, la creatividad e inventiva docente en términos metodológicos y estrategias de enseñanza, nuevo diseño curricular, gestión escolar, planificación pedagógica, uso de tecnologías, nuevos modelos de evaluación, junto con el emprendimiento de las instituciones, estimulado por el Estado, como responsable de las políticas educativas. O artigo aborda a noção de inovação na literatura científica e nos documentos oficiais elaborados pela Secretaria de Educação, do Estado de Santa Catarina – SED/SC, com especial destaque para inovação no ensino de Filosofia. Busca-se entender nas propostas curriculares os diferentes contextos e as aplicações do conceito de inovação. Analisa-se os documentos e cadernos de ensino apresentados pelos novos modelos de ensino integral e inovador. Identifica-se as principais defasagens no ensino tradicional, em busca de um ponto de equilíbrio e a criação de condições para um processo inovador em educação. A inovação e o empreendedorismo, no Ensino Médio, possibilitam transformações no ambiente escolar, nas relações pedagógicas e no processo de ensino e aprendizagem, e qualificam os jovens para a vida e o trabalho. A inovação passa pela prática interdisciplinar, criatividade do professor e sua inventividade em termos metodológicos e estratégias de ensino, novo desenho curricular, gestão escolar, planejamento pedagógico, uso de tecnologias, novos modelos de avaliação, juntamente com o empreendedorismo das instituições, estimuladas pelo Estado, enquanto responsável pelas políticas educacionais.
- Published
- 2021
31. Accountability Is More Than a Test Score
- Author
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Stephan Turnipseed and Linda Darling-Hammond
- Subjects
accountability ,business leaders ,testing ,creativity ,Education - Abstract
The number one quality business leaders look for in employees is creativity and yet the U.S. education system undermines the development of the higher-order skills that promote creativity by its dogged focus on multiple-choice tests. Stephan Turnipseed and Linda Darling- Hammond discuss the kind of rich accountability system that will help students develop into the skilled adults that modern business and industry require.
- Published
- 2015
- Full Text
- View/download PDF
32. A Importância das Aulas Práticas de Química no Processo de Ensino-Aprendizagem no PIBID
- Author
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Felipe Sant' Anna Cavalcante, Clara Ferreira Prestes, Renato Abreu Lima, Maria de Nazaré da Silva Braga, Viviane Guedes de Oliveira, and Jorge Almeida de Menezes
- Subjects
Contextualization ,Laboratory methods ,Data collection ,Science ,media_common.quotation_subject ,Social Sciences ,Target audience ,Creativity ,Education ,Mathematics education ,Chemistry (relationship) ,Psychology ,media_common - Abstract
Chemistry is one of the disciplines considered difficult to assimilate, due to the fact that its contents are complex, mainly because it is worked in a traditional way involving concepts and formulas that are difficult to understand, thus making it an uninteresting discipline for students. This study is a project developed during PIBID / Química, at the Governador Plínio Ramos Coelho State School in the municipality of Humaitá-AM. Having as main objective to demonstrate the importance of the insertion of the practical classes in the process of teaching and learning of the students. The methodology used was based on qualitative field and laboratory methods. The data collection was made through observations made during the application of practical classes, and the analysis according to the students' performance. The target audience was students from the 1st phase 1, 2nd phase 2 of the EJA and students from the 2nd year 1, 3rd year 1 and 2nd year 1 of the high school night period. Therefore, this study was necessary, because through it was possible to observe a good performance of the students in relation to the subjects. It was found that the students had a greater understanding of the contents studied in the classroom, as they had good grades in the tests and work carried out during the two months. Therefore, it is expected that this study will contribute significantly to the teaching-learning process of high school students through stimulation and creativity. KEYWORDS: Contextualization. Teaching-learning. Laboratory. RESUMO: A química é uma das disciplinas considerada difícil de assimilação, pelo fato que seus conteúdos são complexos, principalmente por ser trabalhado de forma tradicional envolvendo conceitos e fórmulas de difícil compreensão, tornado assim uma disciplina desinteressante para os alunos. O presente estudo trata-se de um projeto desenvolvido durante o PIBID/Química, na escola Estadual Governador Plínio Ramos Coelho no município de Humaitá-AM. Tendo como objetivo principal demonstrar a importância da inserção das aulas práticas no processo de ensino e aprendizagem dos alunos. A metodologia utilizada foi baseada em métodos de abordagem qualitativa de campo e laboratorial. A coleta de dados foi feita através de observações realizadas no decorrer das aplicações das aulas práticas, e a análise de acordo com o desempenho dos alunos. O público alvo foi alunos da 1ª fase 1, 2ª fase 2 do EJA e alunos do 2º ano 1, 3º ano 1 e 2º ano 1 do ensino médio período noturno. Diante disso, esse estudo fez-se necessário, pois através do mesmo foi possível observar um bom rendimento dos alunos com relação aos assuntos. Verificou-se que os alunos tiveram maior compreensão dos conteúdos estudados em sala de aula visto que tiveram boas notas nas provas e trabalhos realizados durante os bimestres. Portanto, espera-se que este estudo contribua de forma significativa no processo de ensino-aprendizagem dos alunos do ensino médio por meio do estímulo e da criatividade. PALAVRAS-CHAVE: Contextualização, Ensino-aprendizagem, Laboratório.
- Published
- 2021
- Full Text
- View/download PDF
33. Pelos labirintos de um eixo
- Subjects
Creativity ,Educação ,Research ,Investigação ,Criatividade ,Human motricity ,Education ,Motricidade humana - Abstract
Considerados em inter-relação, os conceitos de educação, criatividade e motricidade humana têm em comum: a mesma natureza dinâmica; o mesmo sentido ecológico, imanente-transcendente da construção do humano; a mesma vontade de coerência entre diferentes facetas da vida; o mesmo propósito de transformação, de ir contra o estabelecido e de compromisso com a ação. O presente artigo tem como finalidade refletir sobre os desafios que a educação criativo-motrícia coloca e como se tornou eixo estruturador de três áreas de atividade académica da autora – docência, coordenação e investigação., The aim of this article is to go through the challenges of a creative and human motricity education, and how it became the structuring axis in three areas of the author academic activity – teaching, coordination and research. Considered in their interrelation, the concepts of education, creativity and human motricity have in common: the same dynamic nature; the same ecological sense, immanent- transcendent of the human development; the same need of coherence between different facets of life; the same purpose of transformation, going against the established and commitment to action
- Published
- 2019
34. Elements of phenomenology as one of the possibilities of understanding the game as a significant human movement
- Author
-
António Camilo Cunha, Evando Carlos Moreira, Danieli Alves Pereira Marques, Aguinaldo Cesar Surdi, Elenor Kunz, Pereira, Beatriz Oliveira, Silva, Alberto Nídio, Cunha, António Camilo, Nascimento, Juarez Vieira, and Universidade do Minho
- Subjects
Subjectivity ,Ciências Médicas::Ciências da Saúde ,media_common.quotation_subject ,Movimiento humano significativo ,la Subjetividad ,Se-movimentar ,Movimento humano significativo ,Education ,Physical education ,Lúdico ,Educação Física ,Sociology ,Praise ,Dream ,media_common ,Ludic ,Jogo ,Movement (music) ,Dialogical self ,Game ,Creativity ,Human being ,Ciências Sociais::Ciências da Educação ,Subjetividade ,Significant human movement ,Movimento ,lcsh:L ,Humanities ,lcsh:Education - Abstract
O presente ensaio tem como objetivo refletir sobre o Jogo como uma das dimensões do lúdico - a par do brincar e do competir. A reflexão vai fazer o elogio ao Jogo como um fim em si mesmo, contrariando a ideia do Jogo como um meio, um instrumento ao serviço de modelos teóricos e didáticos. O Jogo é capaz de emprestar a quem joga um movimento humano significativo, fundado a partir da concepção dialógica do movimento. Neste sentido serão apresentados alguns apontamentos que tornam o Jogo como parte essencial da Educação Física (e da educação em geral) e do movimento humano significativo; dentre eles, podemos citar a subjetividade, a criatividade, o sonho, a vontade, a possibilidade, a liberdade, ... como constituintes do ser humano, The essay aims to reflect on Game as one of the dimensions of the ludic (along with playing and competing). The reflection will praise Game as an end in itself, contradicting the idea of the Game as a medium, an instrument at the service of theoretical and didactic models. The Game is able to provide a significant human movement to those who play, founded on the dialogical conception of movement. In this sense, some notes that make Game an essential part of Physical Education (education in general) and significant human movement will be presented; among them, we can advance subjectivity, creativity, dream, willpower, possibility, freedom, … as constituents of the human being., El presente texto tiene como objetivo reflexionar sobre el Juego como una de las dimensiones del lúdico (junto al juego y el competir). La reflexión va a hacer el elogio al Juego como un fin en sí mismo, contrariando la idea del Juego como un medio, un instrumento al servicio de modelos teóricos y didácticos. El Juego es capaz de prestar a quienes juegan un movimiento humano significativo, fundado a partir de la concepción dialógica de movimiento. En este sentido se presentarán algunos apuntes que hacen del Juego una parte esencial de la Educación Física (de la educación en general) y del movimiento humano significativo; de entre ellos, podemos citar la subjetividad, la creatividad, el sueño, la voluntad, la posibilidad, la libertad, … como constituyentes del ser humano., Apoio financeiro do CIEC (Centro de Investigação em Estudos da Criança, IE, UMinho; UI 317 da FCT, Portugal) através do Projeto Estratégico UID/CED/00317/2013, financiado através dos Fundos Nacionais da FCT (Fundação para a Ciência e a Tecnologia), cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562, info:eu-repo/semantics/publishedVersion
- Published
- 2018
35. O ensino das artes visuais e a importância do processo criativo no conhecimento do património cultural local
- Author
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Santo, Patrícia Alexandra Faria da Silva and Vasconcelos, Maria Constança, orient.
- Subjects
CRIATIVIDADE ,TEACHERS ,ARTES VISUAIS ,CREATIVITY ,EDUCATION ,MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO ,VISUAL ARTS TEACHING ,PATRIMÓNIO CULTURAL ,EDUCAÇÃO ,VISUAL ARTS ,CULTURAL HERITAGE ,ARTE ,ART ,ENSINO DE ARTES VISUAIS ,PROFESSORES - Published
- 2021
36. Apresentação - Criatividade e emoção na educação como desafio
- Author
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Tania Stoltz
- Subjects
Creativity ,Emotion ,Creative process ,Educação ,Imaginação ,Imagination ,Criatividade ,Theory and practice of education ,Processo criativo ,LB5-3640 ,Emoção ,Education - Abstract
RESUMO O objetivo desta apresentação é a discussão de diferentes perspectivas de entendimento da relação entre criatividade, emoção e educação. Emoção e criatividade se desenvolvem em um contexto histórico, cultural e social e, nesse sentido, o papel da educação evidencia-se como fundamental para o seu desenvolvimento e expressão. Apesar do número significativo de pesquisas que apontam para formas de desenvolvimento da criatividade, considerando o contexto histórico, social e cultural e uma visão sistêmica, o desenvolvimento da criatividade permanence sendo um grande desafio para a escola e para a sociedade. Em tempos de modernidade líquida, há a necessidade urgente de investimento em uma nova escola, que prepare pessoas para o século XXI, onde o trabalho com a emoção, ao lado do trabalho com a criatividade é fundamental. ABSTRACT The purpose of this introduction is to discuss different perspectives of understanding of the relationship between creativity, emotion and education. Emotion and creativity develop in an historical, cultural and social context and, in this sense, the role of education stands out as fundamental to their development and expression. Despite the significant number of studies that point to ways of developing creativity, considering the historical, social and cultural context and a systemic viewpoint, the development of creativity remains a great challenge for schools and society. In times of liquid modernity, there is an urgent need for investment in a new type of school that prepares people for the 21st century, where working with emotion, along with working with creativity, is fundamental.
- Published
- 2021
37. Desenho de observação : um contributo para o desenvolvimento da capacidade gráfica e criativa dos alunos
- Author
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Costa, Marta Maria Leitão Belmar da and Vasconcelos, Maria Constança, orient.
- Subjects
METODOLOGIAS DE ENSINO ,DESENHO ,CRIATIVIDADE ,DRAWING ,CREATIVITY ,TEACHING METHODOLOGIES ,EDUCATION ,MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO ,ARTE ,VISUAL ARTS TEACHING ,EDUCAÇÃO ,ART ,ENSINO DE ARTES VISUAIS - Published
- 2021
38. Opciones de creatividad durante la práctica de actividades físicas de expresión y deportes artísticos desde la Spórtica
- Author
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Mercè Mateu-Serra and Juan Pedro Ribas
- Subjects
Improvisation ,Expresión ,media_common.quotation_subject ,Deporte artístico ,Spórtica ,Creativity ,Creatividad ,Degree (music) ,Praxeology ,Education ,Pedagogy ,GV557-1198.995 ,General Earth and Planetary Sciences ,Activity regulation ,Psychology ,Educación física ,General Environmental Science ,media_common ,Sports - Abstract
Objetivo: Determinar las opciones de creatividad durante la práctica de las actividades físicas de expresión y de los deportes artísticos desde la Spórtica. Introducción: La Praxiología motriz sugiere que las opciones creativas de las actividades físicas de expresión y los deportes artísticos deberían formar parte de la Educación física. ¿Cuáles son las diferencias entre los procesos creativos que surgen durante la práctica? La Spórtica trata de responder esta pregunta utilizando tres criterios: tipo de objetivos motores, tipo de objetivos externos y tipo de incertidumbre. Discusión: Los objetivos de las actividades de expresión y los deportes artísticos son “intentar obtener formas motrices asociadas a referencias estéticas/temáticas”. Imitar, improvisar, variar y componer son cuatro procesos creativos. Los cuatro procesos utilizan los objetivos de las actividades de forma diferente. El grado de creatividad de los cuatro procesos depende del grado de reglamentación de la actividad y de la incertidumbre provocada en los participantes. Conclusión: De acuerdo a la Spórtica, el profesorado de Educación física puede elegir cuatro procesos creativos expresivos que conllevan tres grados de creatividad.
- Published
- 2020
39. Desafios da formação dos Professores em Moçambique
- Author
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Langa, Elsa Maria
- Subjects
África ,Reflexivity ,Political Science ,Criatividade ,cooperation ,Cooperação Internacional ,Education ,Creativity ,POL053000 ,Educação ,Teachers’ training ,Formação de Professores ,Africa ,JPA ,Reflexividade - Abstract
Este trabalho teve como objectivo analisar as percepções dos professores em relação aos desafios na formação de professores pelos Institutos de Formação de Professores (IFPs) e Universidade pedagógica (UP) em Moçambique e o impacto dessa formação na qualidade dos alunos formados. O estudo foi qualitativo com abordagem fenomenológica e quantitativo transversal realizado ao nível do país. Foram entrevistados e responderam ao questionário 30 professores e 18 formadores. Os resultados desta pesquisa revelam que a formação pelos IFPs e UP é deficiente, o que tem um impacto negativo na formação dos alunos; a criatividade e a reflexividade não são práticas correntes no processo de ensino e aprendizagem, pois entende-se que estes dependem das condições de trabalho e de abertura que as direcções das escolas oferecem aos mesmos. São várias as barreiras que desmotivam os professores, desde a superlotação das salas de aulas, falta de material dictático, a falta de receptividade das ideias dos professores, falta de capacitações dos professores. No entender dos formadores para se atingir a qualidade necessária precisa-se de melhorar alguns aspectos no que diz respeito as condições de trabalho e programas de formação. The objective of this research work was to analyze the teachers’ perceptions in relation to the challenges in training teachers by the Institutes of Teacher‘s Training (IFPs) and the Pedagogic University (UP) in Mozambique and the impact of this training on the quality of the students trained by these institutions. The study was qualitative with a phenomenological and transversal quantitative approach carried out at the country level: in the South, Centre and North Regions of the country. Thirty teachers and eighteen trainers were interviewed and they also answered to the questionnaire. The data shows that the training by the IFPs and UP is deficient, which has a negative impact on student training; the creativity and reflexivity are not current practice in the teaching and learning process, as they are understood to be dependent on the working conditions and openness that the directions of the schools offer to them. There are several barriers that discourage teachers, from the overcrowding of classrooms, lack of teaching material, lack of acceptance of teachers’ ideas, lack of teachers’ training. In the view of the trainers to achieve the necessary quality, there a need on improving some aspects with has to do with the working conditions and training programs. Teachers and trainers in Mozambique perceive that there are great challenges in teachers training, considering the following, the question of means and teaching materials, training programs.
- Published
- 2020
40. Photographic studio: the effect of photography teaching-learning on the release of creative forces
- Author
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Nascimento, Marden do Vale, Santa Cruz, Lucia Maria Marcellino, Figueiredo, João Luiz de, and Novaes, Luiza
- Subjects
photography ,creative economy ,education ,communication ,creativity ,ECONOMIA [CIENCIAS SOCIAIS APLICADAS] ,fotografia ,economia criativa ,educação ,comunicação ,criatividade - Abstract
Submitted by Tamara Cecilia Lombardi (tamara.lombardi@espm.br) on 2021-04-07T23:13:43Z No. of bitstreams: 1 NASCIMENTO, Marden do Vale. Ateliê fotográfico..pdf: 3350979 bytes, checksum: 816cd0a785c2b15cde4af30bb806af58 (MD5) Approved for entry into archive by Tamara Cecilia Lombardi (tamara.lombardi@espm.br) on 2021-04-07T23:13:56Z (GMT) No. of bitstreams: 1 NASCIMENTO, Marden do Vale. Ateliê fotográfico..pdf: 3350979 bytes, checksum: 816cd0a785c2b15cde4af30bb806af58 (MD5) Approved for entry into archive by Tamara Cecilia Lombardi (tamara.lombardi@espm.br) on 2021-04-07T23:14:06Z (GMT) No. of bitstreams: 1 NASCIMENTO, Marden do Vale. Ateliê fotográfico..pdf: 3350979 bytes, checksum: 816cd0a785c2b15cde4af30bb806af58 (MD5) Made available in DSpace on 2021-04-07T23:14:14Z (GMT). No. of bitstreams: 1 NASCIMENTO, Marden do Vale. Ateliê fotográfico..pdf: 3350979 bytes, checksum: 816cd0a785c2b15cde4af30bb806af58 (MD5) Previous issue date: 2020-03-26 The present research had as objective to verify if the teaching-learning of production and reading of photographs contributes to the development of desired skills in the formation of individuals able to solve unfamiliar problems through creativity. For this, an exploratory field research with a qualitative basis was carried out, using ethnographic research instruments. The aforementioned field research took place in 2019, at the Albert Sabin State College, located in Campo Grande, Rio de Janeiro. The materiality produced as a result of the research, is the prototype of a reapplicable method of teaching and learning photographic language, based on the reading and production of photographs using smartphones, which we call Ateliê Fotográfico. Such materiality was designed as a social technology. This method presented in the present work is a solution for school education, with the purpose of making it possible for high school students to develop skills related to creativity and was designed to serve individuals working in creative ecosystems and non-creative ecosystems, thus contributing to the training for the world of work and for citizenship. We used researchers from the creative economy as a theoretical reference, such as Landry, Florida and Throsby; authors who discuss the configuration of the world of work, such as Castells and Harvey; thinkers who reflect on education in the knowledge society, such as Lévy, Araya and Peters, as well as essential researchers to support the argument presented here as Oxman, who proposes an innovation cycle, Barbosa who discusses the role of art in education and Barthes and Fontcuberta who discuss issues related to the field of photography. In view of this scenario, we advocate a flexible school curriculum, with freedom of expression and that incorporates the teaching and learning of the arts, and especially photography A presente pesquisa teve como objetivo verificar se o ensino-aprendizagem de produção e leitura de fotografias contribui para o desenvolvimento de competências desejadas na formação de indivíduos aptos à resolver problemas não familiares por meio da criatividade. Para isso, foi realizada uma pesquisa de campo exploratória de base qualitativa, com emprego de instrumentos de pesquisa etnográfica. A mencionada pesquisa de campo ocorreu em 2019, no Colégio Estadual Albert Sabin, localizado em Campo Grande, Rio de Janeiro. A materialidade produzida como resultado da pesquisa, é o protótipo de um método reaplicável de ensino-aprendizagem de linguagem fotográfica, fundamentado na leitura e produção de fotografias utilizando smartphones, ao qual chamamos Ateliê Fotográfico. Tal materialidade foi elaborada como uma tecnologia social. Esse método apresentado no presente trabalho é uma solução para educação escolar, com propósito de oportunizar que estudantes do ensino médio desenvolvam competências relacionadas à criatividade e foi pensado para atender à indivíduos atuantes em ecossistemas criativos e ecossistemas não criativos, contribuindo dessa forma com a formação para o mundo do trabalho e para cidadania. Utilizamos como referencial teórico pesquisadores da economia criativa, como Landry, Florida e Throsby; autores que discutem a configuração do mundo do trabalho, como Castells e Harvey; pensadores que refletem sobre a educação na sociedade do conhecimento, como Lévy, Araya e Peters, além de pesquisadoras essenciais para fundamentar a argumentação aqui apresentada como Oxman, que propõe um ciclo da inovação, Barbosa que discute o papel da arte na educação e Barthes e Fontcuberta que discutem questões relativas ao campo da fotografia. Face a este cenário, defendemos um currículo escolar flexível, com liberdade de expressão e que incorpore o ensino-aprendizagem de artes, e em especial de fotografia
- Published
- 2020
41. Desenvolvimento de competencias socio-emocionais e criativas na educação primária: Percepções dos professores acerca do projeto PMA-CEAG XXI
- Author
-
Ana Maria Cristovão, José Verdasca, Adelinda Candeias, and Lourenço, Abílio Afonso
- Subjects
educative inovation ,continuous teachers training ,21st century skills ,media_common.quotation_subject ,Primary education ,Student engagement ,Socioemotional competences ,lcsh:Education (General) ,050105 experimental psychology ,Education ,Creativity ,well-being ,Cevelopment for wellbeing ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,critical thinking ,Emotional literacy ,Curriculum ,media_common ,SEL programs ,Medical education ,business.industry ,twenty-first century skills ,PMA-CEAG-XXI ,05 social sciences ,050301 education ,teachers' perceptions ,Personal development ,Critical thinking ,primary education ,lcsh:L7-991 ,business ,Psychology ,0503 education - Abstract
In recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children’s academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers are the main emotional leaders of their students, and the foundation for promoting emotional balance within their groups is their ability to recognize, understand, and manage their emotions. The SEL approach defends that, as with academic skills, the development of social and emotional skills must be accomplished through explicit instruction. In the academic year 2014/2015, three schools in the Portuguese region of the Alentejo began an innovative four-year project to promote change in learning. The main goal was to improve learning by promoting the acquisition of basic knowledge within the formal curriculum and to stimulate the development of analytical and practical reasoning skills, resilience and responsibility, as well as technological, emotional, social and creative skills. To this end, the research team created two programs to be developed in primary school, the Emotional Literacy Program (ELP) and the Creative Thinking Development Program (Flow) as well as a training program for teachers, Mediators for Well- Being Program. This article details a study analyzing the perceptions of primary school teachers who participated in the project. Data were collected by interviews and teachers’ reflections were analyzed. Content analysis was chosen as the analytical technique as it is appropriate for treating qualitative data. The results show very positive impacts on the professional and personal development of teachers. Teachers reported improvements in student behavior, in the relationships between them and in the classroom environment. They further emphasized the need for teachers to receive more training in emotional education in their academic and in service education.
- Published
- 2020
42. Students’ perception about the physical education classes in the trajectories creatives project
- Author
-
Rodrigues, Natálie dos Reis and Becker, Maria Luiza Rheingantz
- Subjects
Creativity ,Educação física ,Criatividade ,Physical Education ,Education - Abstract
A investigação das oportunidades de criação e reflexão na aula de Educação Física justifica-se por considerar o desenvolvimento integral do ser humano. A presente pesquisa traz um levantamento do ponto de vista de 33 estudantes, pertencentes ao Programa Trajetórias Criativas (TC), sobre o nível de criatividade nas aulas de Educação Física (EFI). Os dados foram coletados por meio de um questionário. O levantamento faz parte de um estudo de caso integrado, sobre professores de Educação Física e seus alunos, realizado em 10 escolas do referido programa para a dissertação de mestrado da primeira autora. O ponto de vista dos estudantes agrega contribuições importantes para o debate sobre o tema. Os resultados apontam que: a maioria dos participantes gosta das aulas de EFI do TC e percebe diferenças entre elas e as aulas do ensino regular; as atividades propostas em aula, apesar de ainda muito restritas aos esportes tradicionais, mostram abertura para novidades, e os professores oferecem oportunidades de criar, sugerir, modificar as atividades; grande parte dos alunos percebe que a disciplina de EFI é um momento propício para aprender a conviver em grupo, entre outras questões para além da motricidade; os alunos parecem inclinados a responder com base nas características das aulas de seus professores quando antecipam como seriam se fossem docentes, sendo que alguns inclusive externaram que utilizariam a aula de seus atuais professores como inspiração. Assim, o Programa TC mostrou-se como um espaço em potencial para o desenvolvimento da criatividade como ponto de partida da ação dos professores e de reflexão/crítica por parte dos alunos nas aulas de Educação Física. Investigating the opportunities that arise for students to create and reflect in Physical Education classes is relevant because it takes into consideration the full development of the human being. The present research collected the viewpoints of 33 students who participate in the creative trajectories project, which focuses on developing creativity in Physical Education classes. The data were collected through a questionnaire survey as part of an integrated case study on Physical Education teachers and their students carried out in 10 schools that are part of the aforementioned project for the Master’s degree thesis of the first author. The students’ viewpoints bring important contributions to the debate on this subject. The results show that: most participants enjoy the project’s Physical Education classes and notice differences between these and the regular Physical Education classes; the activities proposed by the teachers, despite being restricted to more conventional sports, are open for new ideas and offer opportunities for the students to create, suggest and change; most students understand that Physical Education classes allow learning about group cooperation and other aspects that go beyond motricity; when asked how their classes would be if they were teachers, most students seemed inclined to base their answers on their own teachers, with some of them explicitly saying that they used their teachers as an inspiration. These data have showed that the Program has proved to be a potential space for the development of creativity as a starting point for the teachers to work and for the students to reflect and evaluate activities in Physical Education classes
- Published
- 2020
43. Experiencias de migración de académicas sudamericanas en dos universidades públicas mexicanas
- Author
-
Olga Nelly Estrada and Isabel Izquierdo
- Subjects
Pragmatism ,Interview ,media_common.quotation_subject ,Académicas sudamericanas ,Gender studies ,Socioeconomic development ,General Medicine ,Theory and practice of education ,Creativity ,Education ,Tensiones ,Political science ,South american ,Research development ,Experiencias ,México ,LB5-3640 ,media_common ,Estrategias - Abstract
El objetivo del artículo es analizar las experiencias de migración de académicas sudamericanas, su llegada e incorporación en dos universidades mexicanas, una en el centro-sur y otra ubicada en el noreste del país. Partimos del supuesto que en su proceso migratorio, las académicas adquirieron una serie de experiencias que les permitió poner en práctica estrategias para transitar de situaciones de tensión a un aprendizaje en dicho proceso. Se utilizó el método biográfico, a través de relatos de vida, entrevistando a académicas que provienen, en su mayoría, de países de Sudamérica. Los hallazgos mostraron que las académicas pusieron en marcha estrategias de mimetización, creatividad, pragmatismo y de perseverancia, pese a las diferencias de desarrollo socioeconómico de los estados y del desarrollo en la investigación en las universidades públicas en donde laboran.
- Published
- 2019
44. Pelos labirintos de um eixo: reflexões sobre um ciclo de vida
- Author
-
Costa, Helena Gil da and Veritati - Repositório Institucional da Universidade Católica Portuguesa
- Subjects
Creativity ,Educação ,Investigação ,Research ,Criatividade ,Human motricity ,Motricidade humana ,Education - Abstract
Considerados em inter-relação, os conceitos de educação, criatividade e motricidade humana têm em comum: a mesma natureza dinâmica; o mesmo sentido ecológico, imanente-transcendente da construção do humano; a mesma vontade de coerência entre diferentes facetas da vida; o mesmo propósito de transformação, de ir contra o estabelecido e de compromisso com a ação. O presente artigo tem como finalidade refletir sobre os desafios que a educação criativo-motrícia coloca e como se tornou eixo estruturador de três áreas de atividade académica da autora – docência, coordenação e investigação., The aim of this article is to go through the challenges of a creative and human motricity education, and how it became the structuring axis in three areas of the author academic activity – teaching, coordination and research. Considered in their interrelation, the concepts of education, creativity and human motricity have in common: the same dynamic nature; the same ecological sense, immanent- transcendent of the human development; the same need of coherence between different facets of life; the same purpose of transformation, going against the established and commitment to action
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- 2019
45. Atos de ler e brincar na universidade: uma experiência de formação de crianças, professores e acadêmicos
- Author
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Marcos Gehrke and Aliandra Cristina Mesomo Lira
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media_common.quotation_subject ,Brincar ,Creativity ,Education ,Formação ,Scholarship ,Ler ,Extensão ,Reading (process) ,Pedagogy ,Public university ,General Earth and Planetary Sciences ,Sociology ,Apprenticeship ,General Environmental Science ,Storytelling ,media_common - Abstract
Trata sobre os atos de ler e brincar na universidade, uma experiência de formação de crianças, professores e acadêmicos do curso de Pedagogia, decorrentes de um projeto de extensão desenvolvido entre 2017 e 2018 no contexto de uma universidade pública. Destaca que as ações tiveram como foco a leitura, a brincadeira e a contação de histórias e, foram desenvolvidas por um grupo de bolsistas e voluntários vinculados ao curso de Pedagogia, bem como as crianças e professores da rede pública de ensino e filhos de funcionários da instituição. Problematiza a importância da organização de espaços de leitura e de brincar no contexto universitário, cujas práticas enriquecem a formação dos futuros profissionais e ampliam significativamente o desenvolvimento, aprendizagem, interesse e criatividade das crianças. Considera a parceria entre a universidade e a rede pública de educação como uma estratégia política e pedagógica de formação de todos os sujeitos envolvidos.
- Published
- 2019
46. Creativity in School: emancipation or instrumentalization?
- Author
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Janaina Visibeli Barros, Gilson Soares Raslan Filho, Fundação de Amparo à Pesquisa de Minas Gerais (FAPEMIG), and Universidade do Estado de Minas Gerais
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Escola ,Emancipação ,School ,Freedom ,Trabalho Imaterial ,Criatividade ,Education ,Creativity ,Immaterial Labor ,Emancipation ,Educação ,Criatividade na Escola ,Trabalho imaterial ,Arts and Humanities (miscellaneous) ,Liberdade ,Social Sciences (miscellaneous) - Abstract
A criatividade – o trabalho imaterial - é um valor central na cultura contemporânea e suas teorias tendem a compreendê-la como substituta do trabalho o que chamam de trabalho imaterial. Também a escola, como local de formação, deve responder a essa realidade. Ambas as proposições, todavia, ignoram o fato de que nem o trabalho se ausenta das chamadas atividades criativas, nem a criatividade é estranha ao trabalho. Assim, as propostas correntes de criatividade na escola padecem do mesmo mal daquelas que sustentam a ideia de trabalho imaterial: ignoram o fato de que a criatividade é um componente da dinâmica social, de que o trabalho ainda é fundamento das práticas sociais mais diversas, inclusive, por óbvio, nas chamadas atividades criativas., In this theoretical essay, creativity and the so-called creativity in school are approached from a critical perspective. For a broad theory, creativity is regarded as a central value in contemporary culture. The point that unites these varied theoretical currents concerns an alleged overcoming of the status of labor toward what is called immaterial labor. In this context, the production of humans takes place in the movement of subjectivity itself in its complexity. In addition, the school, as a place of training, must, according to this new historical framework, respond to the new reality and prepare students to be creative. Both propositions, however, ignore the fact that neither labor is absent from the so-called creative activities nor creativity is foreign to labor. Thus, the current proposals for creativity in school show the same inconsistency as those that support the idea of immaterial labor: they ignore the fact that creativity is a component of social dynamics, that labor is still the foundation of the most diverse social practices, including, of course, the so-called creative activities.
- Published
- 2018
47. UMA PAISAGEM DE MIM: IMAGENS DE UMA OFICINA DE CRIATIVIDADE NO CEARÁ, BRASIL
- Author
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Levi Leonido Fernandes da Silva, Sefisa Quixadá Bezerra, Elsa Maria Gabriel Morgado, and Rebeca Sales Viana
- Subjects
Creativity ,Painting ,Educação ,Criatividade ,General Medicine ,Pintura ,Education - Abstract
Este artigo descreve a produção de pinturas por estudantes universitários durante uma Oficina de Criatividade. A Oficina, integrante de pesquisa de doutoramento em Ciências da Educação, objetivou desenvolver o potencial criativo, através de exercícios, expressão artística e vivências grupais. Neste estudo qualitativo, do tipo pesquisa-ação, participaram 30 estudantes da Universidade Estadual Vale do Acaraú (UVA), Sobral, Ceará, Brasil. Na atividade utilizamos tinta guache, aplicada com as mãos sobre papel madeira. Os resultados foram pinturas com tema livre que apresentaram de forma lúdica e poética instantâneos dos estudantes. Os temas mais explorados foram paisagens: o mar, a casa, a árvore, as flores e esboços da figura humana. As cores vivas na representação da natureza dialogam com elementos simbólicos como o lar. Para além da discussão sobre a qualidade artística das produções, importou vivenciar o processo, em que as pinturas propiciaram reencontro com memórias afetivas e com o potencial criador dos estudantes., This article describes the production of paintings by college students during a Creativity Workshop. The workshop, a member of the PhD research in Educational Sciences, aimed at developing creative potential, through exercises, artistic expression and group experiences. In this qualitative research-action study, 30 students from the Vale do Acaraú State University (UVA), Sobral, Ceará, Brazil, participated. In the activity we use gouache paint, applied with the hands on wood paper. The results were paintings with free themes that presented in a playful and poetic way, snapshots of the students. The most explored themes were landscapes: the sea, the house, the tree, the flowers and sketches of the human figure. The vivid colors in the representation of nature dialogue with symbolic elements such as the home. In addition to the discussion about the artistic quality of the productions, it was important to experience the process, in which the paintings provided a reencounter with affective memories and with the creative potential of the students.
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- 2018
- Full Text
- View/download PDF
48. Criatividade e educação: um 'Bicho de 7 Cabeças'?
- Author
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Garcês, Soraia and Pocinho, Margarida
- Subjects
Creativity ,Obstacles ,Educação ,Obstáculos ,Faculdade de Artes e Humanidades ,Criatividade ,Promoção ,Creative promotion ,Education - Abstract
Este artigo pretende ser uma reflexão sobre a importância da criatividade na Educação, considerando-se esta última como um ambiente potenciador do fenómeno criativo junto dos seus alunos, mas também de toda a sua comunidade. O presente trabalho tem ainda como objeto de reflexão ideias erróneas que rodeiam a concetualização do construto “criatividade”, procurando-se aqui desmistificar algumas delas. Para além de tudo isto, reflete-se, de uma forma geral, na relevância da criatividade nas diferentes áreas disciplinares, como as artes e as ciências, domínios do conhecimento das quais a criatividade faz parte e é fundamental. Salienta-se, igualmente, algumas caraterísticas que se evidenciam na pessoa criativa, procura-se identificar obstáculos que travam o caminho da criatividade e apresentam-se algumas dicas para a promoção do “Ser Criativo” na Educação. This article aims to be a reflection about the importance of creativity in Education, considering that this environment has an enormous potential to develop students and all school community’ creative abilities. Wrong ideas surround creativity and here we try to demystify some of these. Simultaneously, we reflect on the relevance of creativity in the different school classes, such as the arts and the sciences, domains where creativity takes part and is fundamental. We emphasize some characteristics that stand out from creative people and we identify some obstacles that block it. We also give some guidelines to promote creativity in Education. info:eu-repo/semantics/publishedVersion
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- 2018
49. A apropriação como ferramenta para a utilização da obra de arte na sala de aula
- Author
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Neto, João Bernardo de Oliveira and Vasconcelos, Maria Constança
- Subjects
ENSINO DA ARTE ,TEACHING ARCHITECTURE ,CRIATIVIDADE ,CREATIVITY ,EDUCATION ,MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO ,ARTE ,VISUAL ARTS TEACHING ,EDUCAÇÃO ,ART ,ENSINO DE ARTES VISUAIS - Published
- 2018
50. Innovation in teaching by project: a creative problem-solving case study
- Author
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Fernando Sousa
- Subjects
Sociology and Political Science ,media_common.quotation_subject ,Educación ,Creative problem ,Inovação educacional ,050109 social psychology ,Estudo de caso ,Education ,Presentation ,Appropriation ,Creative problem-solving ,Constructivist pedagogy ,0502 economics and business ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,Quality (business) ,Sociology ,Projeto de educação ,Adaptation (computer science) ,media_common ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,05 social sciences ,Criatividade ,Metodologia ,Creativity ,lcsh:L ,050203 business & management ,lcsh:Education - Abstract
Na sequência de outras investigações sobre a aplicação do método de resolução criativa de problemas ao ensino, apresenta-se aqui uma experiência ocorrida no âmbito do ensino pré-escolar, cujos resultados surpreenderam todos os envolvidos, pela sua qualidade, unidade e respeito pelo planeado. O presente artigo enquadra-se na pedagogia construtivista de ensino por projetos. Para que se possa falar de projeto pedagógico, os aspetos metodológicos são essenciais para entender o compromisso e a apropriação do projeto pelo aluno. Relata um estudo de caso desenvolvido no Norte de Portugal com meia centena de crianças, dos ensinos básico e pré-escolar. Desenvolveram-se as fases da construção de projetos, subordinadas ao objetivo do Projeto-Escola, numa adaptação do método de resolução criativa de problemas ao trabalho com grupos grandes. Da implementação resultaram a concretização e a apresentação de seis projetos. Os resultados evidenciam que os participantes aliaram a imaginação ao planeamento e à distribuição de tarefas, sendo demonstrativos da efetiva implementação de resolução criativa de problemas, Following further research on the application of the creative problem solving method to teaching, we present here an experience that has occurred in pre-school education, the results of which have surprised everyone involved because of their quality, unity and respect for what is planned. This article is part of the constructivist pedagogy of teaching by projects. In order to talk about pedagogical project, the methodological aspects are essential to understand the commitment and appropriation of the project by the student. It reports a case study developed in Northern Portugal with half a hundred children, from basic and pre-school education. The phases of the construction of projects were developed, subordinated to the objective of the School Project, in an adaptation of the method of creative problem solving to the work with large groups. The implementation resulted in the implementation and presentation of six projects. The results show that the participants aligned the imagination with the planning and distribution of tasks, demonstrating the effective implementation of creative problem solving
- Published
- 2018
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