Itinerâncias formativas na e para a criatividade : experiências, aprendizagens e (re)construção de saberes na Universidade Federal de Sergipe

Abstract

The general objective of this research is to analyze the contributions of educational trajectories experienced by pedagogy students at Universidade Federal de Sergipe [Federal University of Sergipe], Professor Alberto Carvalho Campus, with the purpose of identifying the ways to learn about creativity. The initial teacher training represents a possibility to stimulate cognitive processes related to creativity, as it fosters imagination and helps build knowledge through the association of ideas, comparisons, and inferences. I argue that the use of creativity contributes to reflective practice and promotes learning that is developed around meaningfulness, and around the similarities and differences in training for creativity. Epistemologically, this study is based on a multi-referential approach to understand the complexity of intersubjectivity, as it takes into consideration the plurality and heterogeneity of the different structures of human thinking and acting. It is also a qualitative investigation datawise, with 35 students from the seventh semester. I also based myself on the research-training methodology and developed an educational trajectory with a 20-hour workload throughout one academic semester, which allowed me to use an exploratory questionnaire and educational memories as data-building devices. Through the dialogical interpretative analysis between empiricism and theory, I drew up a semantic map applying cognitive operations that gave rise to the following subsuming notions: understanding of the creative self, training experience in and for creativity, creative knowledge and practice. The results signaled that the participants resignified their approaches on the concept of creativity, understood that people are potentially creative, and reflected on the uncertainties and possibilities of different practices in both formal and informal pedagogical spaces. Their perceptions and feelings also allowed for the understanding that creative practice can be encouraged and the relevance of promoting human values (freedom, autonomy, initiative, courage, research spirit, tolerance) and ambiences that value learning processes from a plural perspective that transcends the incompleteness of the being. The soon-to-be teachers showed confidence in adopting teaching-learning strategies that were favorable to the initiative of the learners and encouraging the development of creative potentialities. The experiences contributed to the (re)signification of the educational trajectories and to the appreciation of the singularities of teaching as a profession and its ideas and practices in dialogical spaces and times.