| Resumo: |
The dissertation focuses on creative processes and their importance in teaching action and practice. Creativity in the training of art teachers also permeated the research, as we identified the difficulty many teachers have in being creative at the author's level due to a content-based approach in the curriculum, which makes it possible to distance themselves from the aesthetic and creative experience in practice. In order to understand the training of art teachers, it is necessary to delve into the history of the subject and teacher training over the years in Brazil. In order to achieve our goals, we selected a qualitative action-research approach, with a report of an aesthetic experience in a pedagogical action developed with 4 classes of 9th graders in Elementary School II, in a private school with a bilingual curriculum located on the west side of São Paulo, with the aim of encouraging art teachers to reflect on the subject. Its specific objectives are: to conceptualize creativity and creative processes from a psychological and pedagogical point of view, exemplifying this through the report of a lived experience developed in art classes; to reflect on the historical paths of art training and curriculum in schools, to relate the BNCC and the Pedagogical Political Project, with their competences and skills in the languages of art. In view of this problem, we used a bibliographic survey, analysis of internal documents, teaching plans, the Pedagogical Proposal and the students' production in the pedagogical action as research tools.The methodology of the work was based on a qualitative approach, with studies of theorists, information in documents and articles available with scientific data, analyzing and interpreting different positions on the subject. The aim of the research is to enable art teachers to understand the history of their training and the importance of lifelong learning, strengthening meaningful creative and authorial processes. In this way, teachers can build knowledge and develop creativity in their students as a pillar of teaching practice |
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