Percep????o de alunos e professores do 7?? ano do ensino fundamental em rela????o aos fatores promotores da criatividade em sala de aula

• Ano de defesa: 2013
• Autor(a) principal: Melo, ??ngela Santana Saturnino de
• Orientador(a): Tentes, Vanessa Terezinha Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cat??lica de Bras??lia
• Programa de Pós-Graduação: Programa Strictu Sensu em Educa????o
• Departamento: Escola de Educa????o, Tecnologia e Comunica????o
• País: Brasil
• Palavras-chave em Português: Educa????o; Criatividade; Clima de Sala de Aula; Ensino Fundamental
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: The importance of the role of creativity in the educational processes has been a recurring theme among educators concerned with the integral formation of students, either to avoid or remove barriers to the creative process. It has also been important in promoting curiosity and taste for innovation, influence originality of ideas, critical thinking and for aesthetic purposes. Thus, to assume the development of the creative expression in its fullness is now imperative, which will result in personal fulfillment and social progress. General education and specialized training paths emphasize creativity as a way by which man can show its full potential and use it for the benefit of society. Such paths should encompass strategies for promoting creativity, in view of turning all the educational elements into agents and protagonists of innovation, at the forefront of success for the next generations. The present study investigated the perception of 7th year students from an elementary school and their teachers regarding aspects that promote or inhibit creativity in Portuguese and Mathematics classes. It also investigated the use of pedagogical practices which foster the creative expression and barriers to the development of creativity in the classroom, according to teachers. The participants were 110 students and seven teachers from three private schools, in three regions of the Federal District, the same sponsor. To access data, a descriptivecomparative quantitative approach was adopted using as a tool, the Classroom Climate for Creativity Scale. For data analysis, we applied inferential statistics with an analysis of variance (ANOVA). To analyze teacher??s perceptions, a qualitative approach was used by means of semi-structured interviews, analyzed using the content analysis technique proposed by Laurence Bardin. The results indicated positive perceptions of students regarding the development of educational practices by teachers in Portuguese and Mathematics classes, it found significant differences in the promotion of creativity in the classroom, in relation to these two subjects only in the factor Teacher's Support to the Ideas of Students Expression, in favor of Portuguese classes. The results also suggested subcategories Climate Classroom, Activities Didactic-Pedagogical Developed, Attitudes Class, Educational Strategy and Social Context in category Enhancer Elements of Creativity and subcategories Organization and Collection of Contents Curriculum, Family, Teacher and Student in category Potential inhibitors of creative elements. The data generated from the analysis categories showed that the teachers used pedagogical practices which foster the creative potential of students, even though highlighted how little theoretical knowledge they have on the topic. This perception was corroborated by students, which shows a consonance between teachers?? and students?? perceptions regarding the factors that promote creativity.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/1985

The importance of the role of creativity in the educational processes has been a recurring theme among educators concerned with the integral formation of students, either to avoid or remove barriers to the creative process. It has also been important in promoting curiosity and taste for innovation, influence originality of ideas, critical thinking and for aesthetic purposes. Thus, to assume the development of the creative expression in its fullness is now imperative, which will result in personal fulfillment and social progress. General education and specialized training paths emphasize creativity as a way by which man can show its full potential and use it for the benefit of society. Such paths should encompass strategies for promoting creativity, in view of turning all the educational elements into agents and protagonists of innovation, at the forefront of success for the next generations. The present study investigated the perception of 7th year students from an elementary school and their teachers regarding aspects that promote or inhibit creativity in Portuguese and Mathematics classes. It also investigated the use of pedagogical practices which foster the creative expression and barriers to the development of creativity in the classroom, according to teachers. The participants were 110 students and seven teachers from three private schools, in three regions of the Federal District, the same sponsor. To access data, a descriptivecomparative quantitative approach was adopted using as a tool, the Classroom Climate for Creativity Scale. For data analysis, we applied inferential statistics with an analysis of variance (ANOVA). To analyze teacher??s perceptions, a qualitative approach was used by means of semi-structured interviews, analyzed using the content analysis technique proposed by Laurence Bardin. The results indicated positive perceptions of students regarding the development of educational practices by teachers in Portuguese and Mathematics classes, it found significant differences in the promotion of creativity in the classroom, in relation to these two subjects only in the factor Teacher's Support to the Ideas of Students Expression, in favor of Portuguese classes. The results also suggested subcategories Climate Classroom, Activities Didactic-Pedagogical Developed, Attitudes Class, Educational Strategy and Social Context in category Enhancer Elements of Creativity and subcategories Organization and Collection of Contents Curriculum, Family, Teacher and Student in category Potential inhibitors of creative elements. The data generated from the analysis categories showed that the teachers used pedagogical practices which foster the creative potential of students, even though highlighted how little theoretical knowledge they have on the topic. This perception was corroborated by students, which shows a consonance between teachers?? and students?? perceptions regarding the factors that promote creativity.