Creativity is highly sought after in our society, but that is far from obvious what is really meant by it. Many researchers in the field of creativity stress the lack of clarity, and it is described as a divided felt. The aim of this thesis is to clarify the meaning structure of the phenomenon of creativity, i.e. those distinguishing features that together form the experience of creativity.  The individual’s experience of creativity is studied in two different contexts, individually and in-group collaboration. The research object is adult people’s experience of creativity in its natural expression in the everyday world. Data have been collected from open interviews, and is constituted of descriptions of a particular situation when the participants experienced creativity. The results consist of the meaning structures for the phenomenon of being creative individually respectively in-group collaboration. In the analysis it has emerged that the creative process is both creating meaning and producing a product at the same time. The three main distinguishing features of the experience of creativity are: 1) an experienced discrepancy between the existing and the possible; 2) a special alertness that surfaces during the creating; 3) a progression which occurs under the process and cannot be completely ruled. The creative process includes thoughts, acts, feelings, body, material and communicative processes; and it results in new knowledge, a new approach, a change in emotion and new constituted gestalts. The experience of creativity individually and in-group collaboration is different, among other things, in that the later is more complex, and that the group makes extra efforts to deal with the higher complexity.

Submitted by Delma Barros Filho (delmab@gmail.com) on 2015-11-16T22:53:57Z No. of bitstreams: 1 Delma Barros_Dissertação.pdf: 9789741 bytes, checksum: 7553c5c82a7277e7b0aef79dd79424bf (MD5) / Approved for entry into archive by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-01-27T13:35:45Z (GMT) No. of bitstreams: 1 Delma Barros_Dissertação.pdf: 9789741 bytes, checksum: 7553c5c82a7277e7b0aef79dd79424bf (MD5) / Made available in DSpace on 2016-01-27T13:35:45Z (GMT). No. of bitstreams: 1 Delma Barros_Dissertação.pdf: 9789741 bytes, checksum: 7553c5c82a7277e7b0aef79dd79424bf (MD5) / CNPq / Este trabalho tem o objetivo de compreender a maneira como adultos iletrados pertencentes a sociedades letradas manejam conceitos no que diz respeito a diferentes níveis de abstração. No campo de estudos sobre o desenvolvimento cognitivo de adultos, os autores que se dedicam a investigar o funcionamento cognitivo de pessoas em diferentes contextos têm concordado quanto à ideia de que o processo de escolarização promove o treinamento sistemático em operações teóricas, aspecto que envolve a aquisição de ferramentas culturais que subsidiam a organização do pensamento. O tema tem sido pesquisado através da comparação da cognição de iletrados com a de pessoas formalmente escolarizadas. O interesse tem sido investigar possíveis consequências cognitivas do uso da linguagem escrita e compreender as inter-relações entre as linguagens oral e escrita. Os estudos considerados apontam que a aquisição da escrita é avaliada, por um lado, como promovendo efeitos homogêneos; por outro, como sendo caracterizada pelas práticas sociais de uso desta habilidade, não devendo ser tomada por efeitos gerais. O presente trabalho é uma proposta de estudo sobre as relações entre o pensamento não escolarizado e o escolarizado tomando como base os desenvolvimentos teóricos de Vigotski, especificamente o tópico da formação de conceitos (cotidianos ou científicos). No pensamento orientado por conceito cotidiano, palavras codificam informações com base nos atributos perceptuais dos referentes. No pensamento orientado por conceito científico a estrutura do significado de palavra é abstrata, não dependendo do reflexo imediato da realidade. Para Vigotski o objetivo principal da escolarização seria a ascensão do pensamento empírico para o teórico. Este estudo propõe levar em conta uma rota alternativa de desenvolvimento, configurada para aqueles que não foram escolarizados, permanecendo iletrados. O conceito de oralidade letrada, considerado neste estudo, aponta para o fato de que, em sociedades letradas, a ascensão ao pensamento teórico pode acontecer fora da escola, através, por exemplo, de demandas sociais do trabalho. Foram examinadas as respostas de dois grupos de participantes (iletrados: adultos que nunca frequentaram a escola ou o fizeram rudimentarmente por poucos anos, permanecendo, portanto, não-alfabetizados ou semi-analfabetos; e letrados: estudantes universitários ou pessoas com nível superior concluído) a testes sobre formação de conceitos (com vistas a identificar a estrutura conceitual predominante) e a testes sobre medidas de habilidades cognitivas. A consideração da estrutura conceitual leva em conta a maneira como o participante organizou as respostas aos testes: os critérios subjacentes a essa organização e a forma de ligação das palavras, no conjunto formulado. Esta análise permite classificar a estrutura do seu pensamento como orientada predominantemente por conceito cotidiano ou científico. Entre os resultados da análise comparativa entre o padrão de respostas encontrado para os dois grupos de participantes, destacam-se, conforme esperado: a) o predomínio da utilização de conceitos cotidianos entre iletrados; b) o predomínio do uso de conceitos científicos entre letrados. No entanto, o fato de os participantes dos dois subgrupos terem formulado os dois tipos de conceitos permite discutir questões relacionadas com o desenvolvimento da oralidade letrada no subgrupo dos participantes iletrados. This study has the objective of understanding the way how illiterate adults belonging to literate societies handle concepts respecting to different levels of abstraction. In the field of studies about cognitive development, the authors dedicated to investigate the cognitive operation of people in different contexts have agreed on the idea that the schooling process promotes the systematic training in theoretical operations, aspect that encompass the acquisition of cultural tools that support the organization of thought. The subject has been investigated by comparison between the cognition of illiterates and of formally schooled persons. The objective has been the investigation possible cognitive consequences about the use of written language and understanding the inter-relations between oral and written languages. The studies here considered point that the acquisition of writing is evaluated, at one hand, as promoting homogeneous effects; and on the other hand, as being characterized by the social practices of this skill’s usage, should not be taken as general effects. This present work is a study proposal about the relationships between unschooled and schooled thought based on the Vygotsky’s theoretical developments, specifically the topic about word meaning structure (WMS) (the description of the system of relationships of words - the connections between symbols - that characterizes the semiotically mediated thought). There are hierarchical levels of language utilization, that is WMS. In this work we study two of these levels: everyday concept and scientific concept. In thought organized/ oriented by everyday concept, words code information based on the related sensitive’s attributes. In thought oriented by scientific concept the structure of word meaning is abstract, not depending on reality’s immediate reflex. To Vygotsky the main objective of schooling would be the ascension of empirical thought to theoretical thought. This study proposes to have in account an alternative route of development, configured the people who didn’t went through school, remaining illiterates. The concept of literate orality, considered in this study, points out to the fact that, in literate societies, the ascension to theoretical thought can happen outside the school, by means of, for example, working social demands. There have been examined the answers of two groups of participants (illiterates: adults which never attended to school or did it poorly in few years, remaining, thus, unlettered or semi-lettered; and literates: university students or persons which concluded the high school) to tests about word meaning structure (concepts formation) (intending to identify the predominant conceptual structure) and to tests about cognitive skills measurement. The consideration about the conceptual structure has in account the way how the participant organized the answers to the tests: the underlying criterions to this organization and the form of binding words, inside the formulated series. This analysis enables to classify the structure of the thought as predominantly oriented by everyday or scientific concept. Among the results of the comparative analysis between the patterns of answers found on the two groups of participants, excel out, as expected: a) the predominance of everyday concepts utilization among illiterates; b) the predominance of scientific concepts among literates. However, the fact that the participants of both subgroups formulated the two types of concepts allows the discussion of questions related with the development of literate orality inside the subgroup of illiterate participants.

This thesis deals with the dividing the dictionary entry into several "sub-meanings", i.e. with the sense division, and with the closely related ordering of these "sub-meanings", i.e. with the sense ordering, with the bilingual passive German-Czech dictionary in the centre of interest. This thesis deals shortly also with the discriminating the senses by different means, i.e. with the sense discrimination. With these three subjects chronologically following the lexicographic decisions the matter of equivalence and the understanding of the term of meaning are correlated. In the theoretical part of this thesis the specifics of the sense division and the sense ordering in the monolingual and in the bilingual lexicography are introduced, in the practical part of this thesis the possibilities of the sense division and the sense ordering are exemplified with ten chosen substantive lemmas prepared for the Large German-Czech Academic Dictionary in progress. For every lemma the most suitable arrangement of the lemma is suggested, which is then compared with the corresponding dictionary entry in the source dictionary Duden - Deutsches Universalwörterbuch. The differences between the arrangements of the microstructure illustrate the necessity of the revision and eventual modification of the adopted structure...