Criatividade em programas de pós-graduação em educação: práticas pedagógicas e fatores inibidores

Abstract

ResumoEste estudo investigou procedimentos pedagógicos que favorecem o desenvolvimento e expressão da criatividade discente, utilizados por professores de programas de pós-graduação em educação e fatores que dificultam promover tal expressão. Foram entrevistados 15 professores de universidades públicas, sendo os dados submetidos à análise de conteúdo. Os resultados indicaram distintas práticas pedagógicas utilizadas pelos docentes favorecedoras da criatividade dos estudantes, sendo instigar o aluno por meio de desafios e questionamentos a mais frequente. Os fatores mais destacados como entraves à promoção da criatividade foram relativos ao aluno. Entre eles, apontam-se lacunas na formação discente e medo de se expressar. Outros fatores referiam--se ao professor, como falta de tempo e falhas na formação, e ainda outros relativos à instituição de educação superior e aos órgãos que regulamentam a pós-graduação. Dada a diversidade de elementos identificados como cerceadores da criatividade discente, conclui-se pela necessidade de maior estímulo à criatividade em cursos de pós-graduação. Palavras-chave: Criatividade, Professor, Pós-graduação, Educação superior. Creativity in graduate programs in education: Pedagogical practices and inhibiting factors AbstractThis study investigated pedagogical practices that foster the development and expression of students' creativity, implemented by professors from graduate programs in education, and factors that hinder the promotion of the creative expression. Fifteen professors from public universities were interviewed and the data was submitted to content analysis. The results indicated several pedagogical practices used by the professors to stimulate the expression of students creativity. Instigating the students through challenges and questions was the most frequent practice pointed out. The most indicated factors as impediment to the promotion of creativity regarded the student, among which we can mention gaps in the previous training and fear of expressing ideas. Other factors were related to the professor, such as lack of time and flaws in previous training, and others related to the higher education institution and agencies that regulate graduate courses. The diversity of features identified as inhibitors to students' creativity highlights the need of more incentive to creativity in graduate courses. Keywords: Creativity, Professor, Graduate education, Higher education. Creatividad en programas de posgrado: prácticas pedagógicas y factores inhibidores ResumenEste estudio investigó los procedimientos pedagógicos que favorecen el desarrollo y la expresión de la creatividad estudiantil, utilizados por profesores de posgrado en educación, y factores que dificultan esta expresión. Se entrevistaron 15 profesores de universidades públicas, y los datos fueron sometidos a un análisis de contenido. Los resultados mostraron diferentes prácticas pedagógicas utilizadas por los docentes que favorecen la creatividad de los estudiantes, siendo instigar los estudiantes a través de desafíos...

Creativity in Higher Education: Challenges and Facilitating Factors

“…In the same line, Martínez (2002) observed that creativity and how to foster it in the students are rarely included in academic projects and teacher education curricula. This is in agreement with results obtained by Lima and Alencar (2014) and Oliveira and Alencar (2014) in studies conducted with university professors. These professors, when asked if creativity had been a theme addressed in their previous schooling, all responded negatively, although some of the professors interviewed by Oliveira and Alencar (2014) informed that they were encouraged to express their creativity.…”

“…Reference to the present, let alone to the future, is lacking in most school curricula which are dominated... by a concern with transmitting past knowledge. (p. xix) Obstacles to the promotion of creativity in higher education were investigated by Fryer (2007), Alencar and Fleith (2010), and Lima and Alencar (2014). Fryer (2007), analyzed the answers of 90 teachers to an email questionnaire and noted that excessive work load, not enough time to prepare lessons, large class sizes, insuffi cient time for contact with students, and inadequate resources were factors considered by the participants of the study as elements that restrict the expression of creativity in higher education.…”

“…Results revealed that student-related factors, such as students with learning diffi culties, lack of interest in the content taught, and number of students in the classroom, followed by few opportunities to discuss and exchange ideas with colleagues about instructional strategies, and high number of disciplines and other activities under their responsibility, limiting the time of preparation for teaching, were among the most frequent obstacles. Lima and Alencar (2014) examined factors that hinder the promotion of the creative expression in graduate courses according to 15 professors who were interviewed about their pedagogical practices and factors that restrict the development and expression of graduate students' creativity. The impediment factors most frequently pointed out were related to: (a) the students (internalization of a culture of conformity and of knowledge reproduction; fear of making mistakes; conformity; resistance to innovating teaching procedures; fear of expressing new ideas); (b) the professors (lack of time and excessive workload; lack of knowledge on creativity and how to nurture it in the students; fear of innovating; lack of incentive by the university system); and (c) the higher education institution (omission in relation to creativity; requirement of a heavy workload; bureaucracy).…”

Percepção de professores de Língua Portuguesa sobre criatividade em produções textuais discentes

“…No que diz respeito aos fatores que dificultavam a expressão da criatividade nas produções de texto dos alunos, de forma similar ao observado em estudos anteriores com amostras de professores da educação superior Lima & Alencar, 2014;Oliveira & Alencar, 2007), elementos relacionados ao aluno (como a falta de leitura e de pré-requisito e carência de incentivo em casa), ao professor (como falta de tempo devido ao elevado número de alunos em sala) e à escola (como estrutura inadequada e condições precárias de trabalho) foram apontados. Entretanto, em contraste com as pesquisas anteriormente citadas, em que o maior número de entraves à expressão da criatividade dizia respeito ao aluno, no presente estudo os elementos restritores se distribuíram igualmente entre alunos, professores e escola.…”

Teaching Practices for Creativity at University: A Study in Portugal and Brazil

“…Personal barriers to creative expression (e.g. resistance to change, shyness, criticism) are developed throughout life and can be evidenced by students and teachers in college (Hargreaves, 2008;Lima & Alencar, 2014). MacLaren (2012), when specifically referring to the opportunities a creative university provides, describes the harmful influence of society's neoliberal values, such as time pressure, balancing cost-effectiveness, and controlling for productivity.…”