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Contributo da formação inicial de professores na área da criatividade
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A questão subjacente a este projecto de investigação, é de que modo a formação inicial
pode contribuir para formar professores que fomentem a criatividade no ensino.
Os objectivos deste trabalho visam compreender o modo como a formação inicial se
organiza e desenvolve em torno das questões da criatividade e conhecer as concepções
e crenças dos formadores e formandos acerca da formação para um ensino para e com
criatividade.
Como método de investigação, foi usado o estudo de casos, englobando a análise
documental e a utilização de entrevistas semi-directivas.
A primeira parte deste trabalho apresenta o enquadramento teórico sobre o conceito de
criatividade, o desenvolvimento da criatividade no ensino e na formação inicial de
professores. A segunda parte fundamenta a metodologia do estudo empírico, descreve a
recolha de dados e análise de conteúdo. Adoptamos o estudo de caso numa Escola
Superior de Educação (ESE) a que chamámos ESEK.
O campo de estudo centrou-se no Departamento de Ensino Básico, numa E.S.E. da
região Sul. Para identificar a natureza e a extensão da relação existente entre o prescrito
e a aplicação prática da criatividade, fez-se uma análise documental dos currículos
formais, para analisar a importância aí atribuída á criatividade. Através do discurso dos
entrevistados, foi possível aprofundar as suas concepções e representações sobre a
prática de formação e ensino. A amostra é constituída por doze elementos, dois
formadores e quatro formandos, respectivamente das áreas de Educação Visual e
Tecnológica (EVT) e Matemática/Ciências (M/C).
Da análise documental dos programas de formação inicial parece haver uma fraca
orientação para um ensino para e com criatividade.
Os resultados obtidos através da análise de conteúdo das entrevistas indicam que os
entrevistados integraram alguma criatividade na sua prática lectiva Por vezes os
formadores utilizaram a Resolução Criativa de Problemas (CPS). Em EVT, sobressaem a
metodologia do design e em M/C a metodologia da investigação científica. Os formandos adoptaram trabalhos de projecto e jogos em grupo, enquadrando-se nas
teorias da criatividade, sem se integrarem num único modelo de formação. Burocracias e
inconsistência de estágio, por vezes, impossibilitaram um ensino mais criativo.
The question underlying this research project is thus in what way initial training may promote the teacher’s creativity activities. The purposes of this work are (1) to take knowledge of the models employed in the initial training of teachers concerning the creativity subject, (2) to know the concepts and beliefs of trainers and trainees about teaching with and for creativity. The case study was the used research method, involving the analysis of documents and the survey technique, utilizing semi-directive interviews. The first part of this work one deals with the theoretic framework about the creativity concept, and the development of creativity in education and in the initial training of teachers. The second one explains the method employed in the empirical study and describes the the data collection results and content analysis. The study of cases method was adopted in a Higher Education School (ESE), thus ESEK. The field of study was the Department of Basic Education in one ESE located in the southern region of the country. In order to identify their nature and also the differences existing between the prescribed creativity methods and their practical application, a documental analysis was done of the formal curricula to analyse the importance attached to creativity in the training/education practice. Through the analysis of the verbalization skills of the interviewees, it was possible to deepen its conceptions and representations on practical of formation and education. The sample comprised twelve elements: two trainers and four trainees of the two analysed areas of Visual and Technological Education (EVT) and Mathematics/Sciences (M/C). In the content analysis of the curricula of initial formation it seems that there is small reference to the use of creativity and for creativity. The obtained results through content analysis of the interviews show us that the interviewed ones integrated some creativity during the practical period of training. The trainers used with frequency the Creative Problems Solution (CPS). In EVT, it is mostly used the design methodology while in M/C mostly used is the scientific research methodology. The trainees adopted team works and group games fitting in the creativity theories, without integration in a single teaching model. Sometimes, due to bureaucratic situations and training inconsistency it wasn't possible to have a more creative teaching.
The question underlying this research project is thus in what way initial training may promote the teacher’s creativity activities. The purposes of this work are (1) to take knowledge of the models employed in the initial training of teachers concerning the creativity subject, (2) to know the concepts and beliefs of trainers and trainees about teaching with and for creativity. The case study was the used research method, involving the analysis of documents and the survey technique, utilizing semi-directive interviews. The first part of this work one deals with the theoretic framework about the creativity concept, and the development of creativity in education and in the initial training of teachers. The second one explains the method employed in the empirical study and describes the the data collection results and content analysis. The study of cases method was adopted in a Higher Education School (ESE), thus ESEK. The field of study was the Department of Basic Education in one ESE located in the southern region of the country. In order to identify their nature and also the differences existing between the prescribed creativity methods and their practical application, a documental analysis was done of the formal curricula to analyse the importance attached to creativity in the training/education practice. Through the analysis of the verbalization skills of the interviewees, it was possible to deepen its conceptions and representations on practical of formation and education. The sample comprised twelve elements: two trainers and four trainees of the two analysed areas of Visual and Technological Education (EVT) and Mathematics/Sciences (M/C). In the content analysis of the curricula of initial formation it seems that there is small reference to the use of creativity and for creativity. The obtained results through content analysis of the interviews show us that the interviewed ones integrated some creativity during the practical period of training. The trainers used with frequency the Creative Problems Solution (CPS). In EVT, it is mostly used the design methodology while in M/C mostly used is the scientific research methodology. The trainees adopted team works and group games fitting in the creativity theories, without integration in a single teaching model. Sometimes, due to bureaucratic situations and training inconsistency it wasn't possible to have a more creative teaching.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Formação de Professores), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Criatividade Imaginação Professores - Formação Resolução de conflitos