Título:	Educação criativa : limites e possibilidades em uma escola de ensino médio
Autor(es):	Farias, Mateus Pinheiro de
Orientador(es):	Gontijo, Cleyton Hércules
Assunto:	Criatividade (Educação) Prática de ensino Currículos Ensino médio
Data de publicação:	30-Jun-2020
Data de defesa:	1-Abr-2020
Referência:	FARIAS, Mateus Pinheiro de. Educação criativa: limites e possibilidades em uma escola de ensino médio. 2020. 214 f.. Tese (Doutorado em Educação) -- Faculdade de Educação, Universidade de Brasília, Brasília, 2020.
Abstract:	This thesis was developed with the aim of investigating the personal (motivation to learn, creative personality and school performance), social (work environment climate, school management actions and teaching practices) and cultural variables (structuring documents for educational actions) that favor or inhibit creativity in a high school. The sample consisted of 62 students, 19 teachers and the director of the educational institution. In order to achieve the proposed objective, the following guiding questions were elaborated: (1) To what extent the Base Nacional Comum Curricular (name in Portuguese), BNCC, in the curriculum of the Secretaria de Estado de Educação do Distrito Federal (name in Portuguese), SEEDF and the Pedagogical Proposal of a high school contemplates actions related to “create”, according to Bloom's revised taxonomy and guidelines to assist interventions at school and in the classroom to promote it? (2) How does the social context (school management actions and teaching practices) contribute to the development of high school students' creative expression? (3) Is there a relationship between personal factors for the creativity of high school students (motivation to learn, creative personality and school performance) and the classroom environment, identified by the perception of their teachers' practices? We employ a mixed design with qualitative and quantitative approaches seeking to focus on relevant aspects related to the complexity of creative education. Data collection techniques and strategies were used to capture the complexity of the phenomenon, combining document analysis, interview, questionnaire application and scales. For the analysis of qualitative data we applied content analysis and for quantitative data we used statistical procedures, such as calculation of descriptive statistics, Pearson's correlation and multiple linear regression. The results indicated limits and possibilities for the development of creative education in a high school. Regarding the BNCC and the SEEDF curriculum, the study revealed that there is no explicit and clear definition of creativity, there is a low percentage in relation to the ability to create, there is a lack of guidance and subsidies in the BNCC for the formulation of the high school curricula of States, Municipalities and the Federal District that favor students' creative expression. The Pedagogical Proposal presented some projects that highlighted objectives related to the development of creativity. These projects, according to the students, contribute to their creative expression and require hard work, require a lot of time to develop them, require practice, guidance and are interdisciplinary. In general, the atmosphere in the work environment is favorable for the development of creativity, according to the teachers, however, with some barriers such as: lack of space for the development of activities, lack of ix resources and excess of students in the classroom. The personal barriers were: lack of time, teacher training, materials / resources, environmental conditions and personal blocks. In the director's speech, we identified a cultural barrier to the development of creativity in the school environment related to the evaluation for the exams for access to higher education. According to the students, the teachers have contributed little to the development of their creativity, privileging the preparation for the entrance exam, culture of the unique answer, cultivation of fear and academic failure. Corroborating this, teachers did not demonstrate a clear understanding of what creativity is, despite discussing this topic in the pedagogical coordinations. On the other hand, teachers and students demonstrated an understanding according to the literature about what would be a creative student and a creative class. The teaching practices best evaluated by students that favor creativity were the development of critical analysis skills and the encouragement of students' independence. There are positive correlations between motivation to learn, creative personality and school performance of high school students. Personal variables (intrinsic motivation to learn, academic performance and creative personality) are predictors of the perception of the environment, identified in the evaluation of teaching practices that favor creativity. We hope that this study has drawn attention to the importance of the development of creative education, demonstrating the limits and possibilities of effectiveness in high schools.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Tese (doutorado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
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