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Previous issue date: 2013-06-11 / In this study, we investigated the conceptions of creativity presented by Art teachers and its impact in their pedagogical practice. We also analyzed some pedagogical procedures that can promote or inhibit the student???s creative potential as well as the evaluative practice used by the teachers in order to characterize their creative expression. Ten Art teachers working with the final grades in ten Elementary private schools in Brasilia DF participated in the study. We used the qualitative approach of descriptive-exploratory feature with semi-structured interviews as data input. There were descriptive questions about the concept of creativity, pedagogic procedures and evaluation criteria in order to qualify a piece of work as a creative one. The data was analyzed according to the content analysis proposed by Bardin. The results suggest that the teachers conceptions of creativity are guided by theoretical studies on the subject, anchored in the idea that the creative act is linked to personal attributes that lead to the production of a new product that is subject to the judgment of a particular medium. The importance of creativity was associated with the fact of being related to the life history of each individual and the resolution of a given problem. As to the practices that promote the creative potential, the results showed that motivational actions using instigating questions, diversified strategies, work of arts reading and analysis as well as offering diversified materials for exploration are common actions. As to the teacher???s posture, it was signaled as an element of the practice that can inhibit the development of creativity especially when the teacher criticizes the student??s work in a excessive way. In addition to the features and qualities of the teacher, were highlighted as potential obstacles environment too clean and organized and the students themselves. The study pointed out that the evaluation of the teacher???s creative process is under each teacher???s personal judgment associated to some parameters (aesthetic quality, observing the process), evaluative instruments (tests, practical work, activities) and the student???s participation. / Este estudo investigou concep????es sobre criatividade apresentadas por professores de Arte e o reflexo desses entendimentos em sua pr??tica pedag??gica. Foram analisados poss??veis procedimentos pedag??gicos que podem promover ou inibir o potencial criador, bem como a pr??tica avaliativa utilizada pelos docentes para caracterizar a express??o criativa dos discentes. Participaram da pesquisa 10 professores de Arte dos anos finais do Ensino Fundamental, de 10 escolas da rede particular de ensino da cidade de Bras??lia - Distrito Federal. Adotou-se a abordagem qualitativa, de car??ter explorat??rio-descritivo, tendo a entrevista semi-estruturada individual como instrumento de gera????o de dados. Foram feitas quest??es abertas sobre concep????o de criatividade, procedimentos pedag??gicos e crit??rios de avalia????o para a qualifica????o de um trabalho como criativo. Os dados foram tratados conforme a an??lise de conte??do proposta por Laurence Bardin. Os resultados sugerem que, as concep????es dos professores sobre criatividade est??o pautadas em estudos te??ricos sobre o tema, ancoradas na ideia de que o ato criativo est?? ligado aos atributos pessoais que levam ?? produ????o de um produto novo e que est?? sujeito ao julgamento de um determinado meio. A import??ncia da criatividade foi associada ao fato de estar relacionada ?? hist??ria de vida de cada indiv??duo e ?? resolu????o de um determinado problema. Quanto ??s pr??ticas promotoras do potencial criativo, os resultados revelaram que a????es de incentivo por meio de questionamentos instigantes, estrat??gias diversificadas, leitura e an??lise de obras de arte e a oferta de materiais diversificados para explora????o s??o as a????es frequentes. J?? a postura do professor foi ressaltada como um elemento da pr??tica que pode inibir o desenvolvimento da criatividade, principalmente quando ele critica o trabalho de seus alunos de forma inadequada. Al??m das caracter??sticas e qualidades do professor, foram ressaltados como poss??veis obst??culos um ambiente excessivamente limpo e organizado e o pr??prio aluno. O estudo apontou que a avalia????o do processo criativo discente est?? pautada no julgamento pessoal do professor, associado a alguns par??metros pedag??gicos (qualidade est??tica, observa????o do processo), instrumentos avaliativos (provas, trabalhos pr??ticos, atividades) e na participa????o dos alunos.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2312 |
| Date | 11 June 2013 |
| Creators | Santos, Luciana Lopes Domingues dos |
| Contributors | Tentes, Vanessa Terezinha Alves |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
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