Desenvolvimento da criatividade no ensino superior: avaliação dos Cursos do Instituto de Cultura e Arte (ICA) da Universidade Federal do Ceará (UFC)

• Ano de defesa: 2012
• Autor(a) principal: Castro, Marta Sorelia Felix de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Ensino criativo - Avaliação - Fortaleza(CE); Inovações educacionais - Avaliação - Fortaleza(CE); Aprendizagem - Avaliação - Fortaleza(CE); Universidade Federal do Ceará.Instituto de Cultura e Arte
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/8025

This paper refers to an investigation into the development of creativity in higher education. It is worth emphasizing the importance of the issue in the context of higher education is perceived as the current transition from the current mindset regarding the approach of pedagogical structures. In some developed countries the prevailing concern with the encouragement of creativity, that from government initiatives recognize and ensure the development of creativity as differential towards sustainability and the last resort accessible in terms of pedagogical strategy on capacity building for a fundamental culture emancipatory and social responsibility. The development of creativity in education is regarded today as the 'creative capital' of the new millennium as it will have a competitive advantage in positioning world countries who awaken to meet the new demands and new needs of humanity. To accomplish this, we carried out a qualitative research through literature review and documentary. Investigative tools were also applied with twenty-six teachers, one hundred and one students from the Institute of Culture and Art - (ICA) of the Federal University of Ceara - (CFU) to collect teacher and student perceptions about the stimulus to creativity throughout the training process at graduation. Developed, finally, interviews with managers of five courses that formed the sample of this research, to complement the perceptions analyzed by means of other instruments. The main results point to a reality much closer to other scenarios investigated at the national level, in which the most frequent challenges this context relates to training of teachers, the time for experimentation in classroom practices, monitoring students' individual projects by teachers, the lack of suitable environments for creative practices and lack of materials needed for practical exercises in general in the disciplines.