Creativity is a nebulous concept, lacking both clear articulations and common understandings of meaning. Due to a lack of clear alternatives the concept of creativity is increasingly becoming infused with economically driven vocabulary, associations, interests and ideologies. There is an immediate need to provide alternatives to the „creative economy‟ view of creativity, because of its insidious effect on educational institutions and practices and because it promotes a generally impoverished view of the meaning of creativity and of human potential. Reductionist thought; the tendency to understand concepts as separate and distinct from one another prevents us from easily conceptualising an experience such as creativity which involves the simultaneous experience of seemingly paradoxical elements such as individuality and unity, intellect and intuition and freedom and discipline. Democracy is a metaphor which can help to articulate and understand the paradoxical experience of creativity. Democracy stands for the potential to make meaning from the integrated exploration of individuality and of unity, which I argue is a fundamental dynamic of the creative experience. I further suggest that the essence of the creative experience is a democratic attunement to existence, in which subject and object, self and environment, intellect and intuition and freedom and discipline are experienced as in a democratic relationship with one another. This way of understanding creativity provides an alternative to the creative economy view. It implies some significant changes to traditional educational emphases, including a movement away from primarily individualistically oriented curricula and toward curricula and educational values which situate the individual within an integrated eco-system.

Creativity is a nebulous concept, lacking both clear articulations and common understandings of meaning. Due to a lack of clear alternatives the concept of creativity is increasingly becoming infused with economically driven vocabulary, associations, interests and ideologies. There is an immediate need to provide alternatives to the „creative economy‟ view of creativity, because of its insidious effect on educational institutions and practices and because it promotes a generally impoverished view of the meaning of creativity and of human potential. Reductionist thought; the tendency to understand concepts as separate and distinct from one another prevents us from easily conceptualising an experience such as creativity which involves the simultaneous experience of seemingly paradoxical elements such as individuality and unity, intellect and intuition and freedom and discipline. Democracy is a metaphor which can help to articulate and understand the paradoxical experience of creativity. Democracy stands for the potential to make meaning from the integrated exploration of individuality and of unity, which I argue is a fundamental dynamic of the creative experience. I further suggest that the essence of the creative experience is a democratic attunement to existence, in which subject and object, self and environment, intellect and intuition and freedom and discipline are experienced as in a democratic relationship with one another. This way of understanding creativity provides an alternative to the creative economy view. It implies some significant changes to traditional educational emphases, including a movement away from primarily individualistically oriented curricula and toward curricula and educational values which situate the individual within an integrated eco-system.

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Made available in DSpace on 2015-05-07T15:09:09Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1799601 bytes, checksum: 1e16b99c38ecc7a45e3a56c5fe0cf2fe (MD5) Previous issue date: 2014-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Philosophy is not only a kind of historic and established knowledge alongside other forms of knowledge, for example, religion and science but it is also the philosophize, a thought experiment, one activity of intelligence. Philosophy is capable to transform not only how humans understand themselves and the world but it also capable to transform our actions and reality. In any level or modality of teaching, the teaching of philosophy should lead the students to have a direct contact with a complete philosophy (theoretical and practical). This work defends the thesis that the teaching of philosophy, especially in the high school level, should correspond to the exercise of a personal practice of philosophical activity. The goals of this work were: to develop an understanding of the philosophy experience and its teaching, by theoretical contributions from the Henrique Cláudio de Lima Vaz reflections about Ethics, from Adolfo Sánchez Vázquez´s philosophy of praxis and philosophy as the creation of concepts by Gilles Deleuze and Félix Guattari, to investigate whether and how this understanding is present in the documents that direct and subsidize the teaching of philosophy in the Brazilian schools. This work analyzes the official texts and the scientific and academic productions that are dedicated to the theme and reflects about the limits and possibilities of its thesis in order to propose a rational base for teaching philosophy and experience of philosophizing that can contribute to the development of educational and pedagogical actions in order to identify, promote and evaluate the philosophical school experience. Each one of these goals was treated in each chapter of this paper. The pretexts that led to the study of this topic, the research problem its procedures and methodology were presented in the first chapter. In the second one from an ethical perspective and from a pedagogical view, the work has developed an understanding about teaching of philosophy and the philosophize which are proposed in the thesis. The third and fourth chapters are devoted to empirical research. In the third official texts that regulate and direct the teaching of philosophy in Brazil and in the fourth chapter the scientific and academic productions devoted to this subject were analyzed. In the final part, this paper was reflected about the limits and possibilities of teaching philosophy in high school as a critical and creative experience of philosophizing. It proposes some principles for teaching and if those principles are used they can help the teacher to identify, promote and evaluate the philosophical potential in the pedagogies, didactics and methodologies available to them in daily exercise of teaching philosophy. / Considerando que a Filosofia não é somente um tipo de saber historicamente estabelecido ao lado de outras formas de conhecimento, como, por exemplo, a religião e a ciência mas é, sobretudo, o próprio filosofar, ou seja, uma experiência do pensamento, uma atividade da inteligência, capaz de transformar, não apenas o modo como o ser humano compreende a si e o mundo, mas, também como age e constrói a realidade; e, considerando que o ensino de filosofia independentemente do nível e/ou da modalidade deve levar os estudantes a terem contato direto com uma filosofia completa , isto é, teórica e prática, o presente trabalho defende a tese de que o ensino de filosofia, em especial no Ensino Médio, pode e deve corresponder ao exercício do filosofar ou à prática pessoal da atividade filosófica. Por essa razão, seus objetivos foram: desenvolver uma compreensão acerca da experiência filosofia e/ou do filosofar e do seu ensino, a partir dos aportes teóricos da reflexão sobre a Ética de Henrique Cláudio de Lima Vaz, na filosofia da praxis de Adolfo Sánchez Vázquez e na filosofia como criação de conceitos de Gilles Deleuze e Félix Guattari; investigar se e como essa compreensão está presente nos documentos que direcionam e/ou subsidiam o ensino de filosofia nas escolas no país, a partir de uma análise dos textos oficiais e das produções científico-acadêmicas dedicadas à temática; refletir sobre os limites e possibilidades da tese que propomos, a partir da pesquisa e análises realizadas ao longo do trabalho, a fim de poder propor uma fundamentação para o ensino de filosofia como experiência do filosofar que possa contribuir para o desenvolvimento de ações didático-pedagógicas, no intuito de identificar, promover e avaliar a experiência filosófica na escola. Cada um desses objetivos foi tratado em um dos capítulos da tese. No primeiro foram apresentados os pretextos que levaram ao estudo desse tema, a problemática da pesquisa, seus procedimentos e metodologia de trabalho. No segundo capítulo, desde um viés ético e outro pedagógico, se desenvolveu compreensão acerca do ensino de filosofia e do filosofar contida na tese e sua fundamentação teórica. O terceiro e quarto capítulos foram dedicados à pesquisa empírica. No terceiro foram analisados os textos oficiais que normatizam e direcionam o ensino de filosofia no Brasil e no quarto capítulo as produções científico-acadêmicas dedicadas a esse assunto. Nas considerações finais, se refletiu sobre os limites e as possibilidades de um ensino escolar e filosófico de filosofia como uma experiência crítico-criativa do filosofar, articulados na forma de princípios para o ensino de filosofia que, se aplicados, podem contribuir para que o professor identifique, promova e avalie o potencial filosófico das pedagogias, didáticas e metodologias à sua disposição no exercício diário ensino de filosofia.

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