Criatividade em Sala de Aula: Fatores Inibidores e Facilitadores Segundo Coordenadores Pedagógicos

Abstract

Resumo Este estudo investigou, em uma amostra de 66 coordenadores pedagógicos de instituições de ensino fundamental, fatores que dificultam o professor a estimular o desenvolvimento da criatividade discente e procedimentos que o coordenador poderia utilizar para apoiar o docente na promoção da criatividade em sala de aula. Os participantes responderam um questionário composto por uma checklist de barreiras à criatividade em sala de aula e quatro questões abertas. Desconhecimento pelo professor de práticas pedagógicas para favorecer o desenvolvimento da criatividade discente e de textos a esse respeito, além de insegurança para testar novas práticas pedagógicas foram os fatores inibidores mais sinalizados. Oferecer cursos para professores, além de orientação, apoio e incentivo aos docentes foram os procedimentos mais apontados pelos coordenadores para auxiliar o professor a encorajar a criatividade em sala de aula.

The Enhancement of Creative Collaboration through Human Mediation

“…However, without forgetting the implications inherent in the incentive and presentations by which students learn how to learn and the need for continuous teacher training [3,10], we cannot neglect the importance of values and beliefs in the influence of educational strategies that teachers employ in the classroom [3,10,20,24,26,28]. As Branco [20] also explained, they determine the dynamics between teachers/learners and students during interpersonal communication activities.…”

“…Considering the ages of the students, between 16 and 18 years old, teenagers try to carry out and get involved with their interests inside and outside the school. Family and friends also play an important role in forming their identity, determining factors in the students creative expression intentions [4,10,16,28,31]. These are just some influential factors, so we cannot overlook others' importance, the internal and external motivations, and the surrounding context, namely in interaction with others.…”

“…Education, as a mirror of communities and societies has a preponderant role because, through its structure and forms of human organization, and their interconnections, it allows us to promote creative capacity, thus raising creativity to the level of social and cultural value, making it a creative challenge for all [1][2][3][4][5][6][7][8][9][10], a challenge already affirmed by several authors and also by Oliveira when he states that it is necessary that "teachers be made aware of the relevance of stimulating creativity in students [because] there are many challenges and problems of the contemporary world that lack creative answers." [28] (p. 90).…”

“…From the beginning of the activities, the pedagogical team wanted the students to work freely, to choose what and how they would like to work, and to make individual decisions, such as what themes and materials to choose and what meanings could be understood behind the plastic expression from their objects, in this orientation, of the activities that take place from interests that the students have, wish to discover, and seek to investigate and that the teachers sought to understand, respect, and support [3,10,18,24]. As some authors point out, the importance of supporting students' decision-making, emotional understanding, constructive dialogue, and positive reinforcement in the development of students' activities is determining factors for the learning of students' social, personal, and transversal competences and of competences interconnected with the development of self-esteem, autonomy, confidence, creativity, and reflexive and critical thinking [4,8,16,24,29,45].…”

“…Education as a protagonist of social transformation allows us to foster students' creative capacity at all educational levels, thus raising creativity to the level of social and cultural value, turning it into a creative challenge for all. Creative proposals are necessary to solve the emergent problems in a society dealing with constant changes and uncertainty [3][4][5][8][9][10]. Bahia and Nogueira state that "it is in this sense that the school community (which undoubtedly mirrors the society in which we live) has come to value creativity as a fundamental educational goal" [11] (p. 335).…”