Representações sociais de professores da educação infantil sobre criatividade: significações, importância

• Ano de defesa: 2010
• Autor(a) principal: Alencar, Elizabete Francis de Castilho
• Orientador(a): Galvão, Afonso Celso Tanus
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Strictu Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Educação; Criatividade; Educação de crianças; Representações sociais; Professores – Formação
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: Creativity, that is characteristic of the human being, is an important aspect of an individual evolutionary constitution. For the fact it is manifested in different levels, its study has been considered essential to the comprehension of discursive practices where different theoretical perspectives build models of historical, social and educational dimensions contextualizing a collective shared reality. The school setting, a place potentially dedicated to encourage the creative capacity, has contributed as an investigation field on the school context in the development of the students’ creative potential. In children education, it is fundamental that the school, as a structuring scope of children development consolidation, provides mediation experiences between culture and individuals herein inserted, as well as interactions between teachers and students whose personal attributes and social-historical context can stimulate the children, in the search of meaningful learning, to interact in a setting that challenges them to find innovative solutions in daily activities. This research aimed to investigate the social representation of Distrito Federal public school teachers about creativity in children’s education. Sixty-five teachers participated in the study. For data collection, a questionnaire was used to make a profile of the participants. One question was about obtaining free evocations from an inductive term. Among the research participants, 12 teachers were interviewed with a semi-structured script. The data collected with the questionnaires were analyzed through descriptive statistics using the Statistical Package for the Social Sciences software (SPSS®). The data processing of the generated data from the inductive term was made using the Ensemble de programmes permettant l’analyse des évocations software (EVOC®) that allowed the analytical crossing of frequency and order of importance of the produced. From the analysis of the results the interviews and evocations structure terms, the social representations of the participant teachers about creativity in children’s education suggest, in general, that educators tend to define creativity associating the phenomena to child’s play and the playful way to develop the curriculum in the classroom, and the use of new activities in education practices. The participant teachers possibly feel comfortable to deal with students’ creativity in the perspective of child’s play as a typical pedagogical tool in the process of teaching and learning of children’s education and the use of new activities in classroom.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/1979

Creativity, that is characteristic of the human being, is an important aspect of an individual evolutionary constitution. For the fact it is manifested in different levels, its study has been considered essential to the comprehension of discursive practices where different theoretical perspectives build models of historical, social and educational dimensions contextualizing a collective shared reality. The school setting, a place potentially dedicated to encourage the creative capacity, has contributed as an investigation field on the school context in the development of the students’ creative potential. In children education, it is fundamental that the school, as a structuring scope of children development consolidation, provides mediation experiences between culture and individuals herein inserted, as well as interactions between teachers and students whose personal attributes and social-historical context can stimulate the children, in the search of meaningful learning, to interact in a setting that challenges them to find innovative solutions in daily activities. This research aimed to investigate the social representation of Distrito Federal public school teachers about creativity in children’s education. Sixty-five teachers participated in the study. For data collection, a questionnaire was used to make a profile of the participants. One question was about obtaining free evocations from an inductive term. Among the research participants, 12 teachers were interviewed with a semi-structured script. The data collected with the questionnaires were analyzed through descriptive statistics using the Statistical Package for the Social Sciences software (SPSS®). The data processing of the generated data from the inductive term was made using the Ensemble de programmes permettant l’analyse des évocations software (EVOC®) that allowed the analytical crossing of frequency and order of importance of the produced. From the analysis of the results the interviews and evocations structure terms, the social representations of the participant teachers about creativity in children’s education suggest, in general, that educators tend to define creativity associating the phenomena to child’s play and the playful way to develop the curriculum in the classroom, and the use of new activities in education practices. The participant teachers possibly feel comfortable to deal with students’ creativity in the perspective of child’s play as a typical pedagogical tool in the process of teaching and learning of children’s education and the use of new activities in classroom.