RESUMOEste artigo fundamenta-se nas ideias de Vygotsky a respeito da importância da interação social e da arte no desenvolvimento humano: o que pressupõe, além da dimensão cognitiva, a afetividade. Discute a realização de atividades teatrais na escola como prática educativa motivadora da aprendizagem, da interação social e da expressão individual dos sujeitos. O teatro é uma modalidade artística que privilegia o uso da linguagem e promove o desenvolvimento da imaginação e do pensamento generalizante. Como atividade coletiva, o teatro promove uma forma especial de interação e cooperação entre os sujeitos. O teatro motiva os alunos à aprendizagem e lhes permite construir seu próprio conhecimento. Entende-se que é possível promover aprendizagem e desenvolvimento dos educandos por meio da atividade e linguagem teatral. Palavras-chave: Vygotsky; arte educação; teatro na escola; interação social; afetividade. ABSTRACTThis paper is based on Vygotsky's ideas about the importance of social interaction and art on human development: it is inferred that cognitive dimension and affectivity are involved. Discusses the performance of theatrical activities at school as an educational practice that motivates learning,

Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that education professionals reflect and become aware of the importance of creativity in education. The method of this research was based on national and international studies which focused on the area of High Abilities/Giftedness and creativity in the school context. The conclusion is that the development of creativity depends on a good teacher education in preparing activities that arouse curiosity and interest of each gifted, enabling the student creative and independent, investigative and critical thinking. Furthermore, teachers should provide new opportunities of reflection on the process of teaching and learning.

At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school.

The objective of this article is to analyze the understanding of the concept of consciousness in Piaget. The theme of consciousness is a key concept in Piaget's theory and he is one of the few psychologists to offer a theoretical structure for the understanding of this theme. Notwithstanding, his proposal for understanding consciousness has been little approached or discussed. Grasp of consciousness, for Piaget, can be understood as the cognitive process of assimilating one's own functioning or that of the other when interacting with physical objects, people, and oneself. The process of constructing grasp of consciousness is explained by meaningful implication, reflecting abstraction, and equilibration. The dialectics between body and mind and between causality and implication pervade the discussions on consciousness in Piaget's work. Consensus is not found in the literature with regard to Piaget's conception of consciousness in virtue of this theme being dealt with at different times in his works with slightly distinct approaches. His works following the 1960s offer new possibilities of understanding the concept of consciousness. Although Piaget moved on in his formulations about consciousness, the essence of his ideas can already be found in his early works.

This research aims to highlight the importance of developing creativity in the school environment by promoting quality education to gifted students, with contributions from Vygotsky and Piaget. For Vygotsky creativity is inherent in the human condition, and it is the most important activity because it is the expression of consciousness, thought and language. It is the highest expression of subjectivity (Vygotsky, 2010). According to Piagetian theory, Stoltz (2013) points out that although the source of creativity is a mystery to Piaget, it manifests itself doubly: in the construction of knowledge structures and construction of real or structure and cognitive functioning. The method of this research is a bibliographic study of the area of high ability/giftedness, the cultural-historical theory of Vygotsky and Piaget's genetic epistemology. We conclude that for Vygotsky (2008) as well as for Piaget (1968) the environment has essential importance to the development of creative potential. In the environment the child has his/her experiences that stimulate curiosity, desire to learn, fantasy and imagination. The teacher should enable gifted students to share their high abilities with their couple performing challenging activities in a stimulating and responsive environment.

RESUMOAnalisa-se, neste artigo, um estudo de caso que discute a possibilidade de desenvolvimento do pensar vivenciado na formação de professores. A formação de professores é correntemente conduzida a partir de uma visão reducionista intelectual. Neste estudo, a formação de professores é entendida dentro de uma visão ampliada que inclui o desenvolvimento de forma integrada do querer, sentir e pensar. Ancorados em trabalhos anteriores de Goethe, Schiller e Rudolf Steiner, destacamos a importância e o impacto do trabalho com ciência, atividades criativo-artísticas e desenvolvimento pessoal no processo de formação de professores.Palavras-chave: educação; Steiner; pensar vivenciado. ABSTRACTIn this article a case study is analysed which discusses the possibility of development of experiential thinking in teacher training. Teacher training is currently conducted according to an intellectual reductionist view. In this study, teacher training is understood in a broader view that encompasses the integration of will, emotional sensitivity and thinking. Anchored in earlier works by Goethe, Schiller and Steiner, we highlight the importance and the

The creativity is expressed in all individuals, but it manifests itself in different proportions and it may be carried out at different levels. Development levels of this attribute depend on the teacher's mediation in the process of learning. Creativity can be a challenge for most teachers, since they are unaware of its importance and unwittingly they inhibit by teaching methods that are not aimed at instigating the potential of students. Thus, this article aims to highlight the importance of teacher training for the development of gifted creativity. In conclusion, the mediation of teachers makes the difference in gifted education. As Vygotsky explains, it is precisely through the mediation that it is possible to develop the creative potential. In this sense, the training of the teaching staff reflects in how the mediation will take place during the process of teaching and learning. Therefore, it is essential that teachers are prepared to create a stimulating environment of potential and talents, as well as in performing a work with creativity of their students.

Inclusion of gifted students depends on several aspects to happen in the school context, and one of the most important aspects to include these children at school is creative educational practices. Teaching with art is a good possibility to make children feel motivated to attend school. In the school context, the inclusion of these children could mean an important progress for science in various fields of knowledge. But many schools are still not prepared to attend gifted, and without even realizing it, they have exclusive and discouraging educational practices for attending these students. In this sense, this research aims to emphasize the importance of good teacher training for developing creativity of gifted students at school. The method of this research was based on a study of national and international bibliographic researches focused on the area of High Abilities /Giftedness, inclusive education and Creativity. It is concluded that the inclusion of gifted students depends on a good teacher work developing creativity during their classes. The teacher as a principal mediator of the teaching-learning process should provide creative educational practices emphasizing artistic activities such as painting, drawings, theater among other practices for attending gifted children. Only in this way can these students develop their curiosity and desire to attend classes at school.