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Publication
A influência de fatores intrínsecos e extrínsecos na criatividade em crianças da Educação de Infância e do 1.º CEB
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Advisor(s)
Abstract(s)
A criatividade revela-se uma competência essencial e transversal a todas as áreas da
educação e do ensino em Portugal. Nos documentos orientadores, espera-se que qualquer
criança desenvolva um perfil criativo, quer isto dizer, que procure soluções para problemas,
que crie narrativas, manipule, imagine e transforme objetos e materiais. É esperado, no final
do seu percurso escolar, que um aluno seja capaz de utilizar a criatividade como um
instrumento de transformação social e, para tal, a escola é o meio mais facilitador do seu
desenvolvimento. No presente relatório, pretendeu analisar-se o ambiente escolar em salas
dos contextos de educação de infância e do 1.º CEB quanto à sua influência na promoção da
criatividade em crianças dos 5 aos 10 anos. Para esse efeito, foi adaptado um instrumento de
avaliação de criatividade do contexto educativo, com base na Escala sobre o Clima para a
Criatividade em Sala de Aula (Fleith & Alencar, 2005) e na escala Clima para a criatividade
em sala de aula (Dias, 2014). Os resultados obtidos revelam que as práticas educativas em
jardim de infância são percecionadas de forma mais positiva pelas crianças, em comparação
com as crianças em contexto de 1.º CEB. Revelam ainda que as crianças inquiridas têm uma
visão pouco positiva da sua própria capacidade criativa e que essa perceção poderá
influenciar negativamente o seu interesse pela aprendizagem e pela escola.
Creativity proves to be an essential and transversal competence to all areas of education and teaching in Portugal. In the guiding documents, any child is expected to develop a creative profile, that is, to seek solutions to problems, to create narratives, to manipulate, imagine and transform objects and materials. It is expected, at the end of their school journey, that a student will be able to use creativity as an instrument of social transformation and, for this, the school is the most facilitating means of their development. In this report, it’s aimed to analyze the school environment in classrooms on the contexts of early childhood education and primary school as to its influence on the promotion of creativity in children from 5 to 10 years old. For this purpose, an instrument for assessing creativity in the educational context was adapted based on the Climate Scale for Creativity in the Classroom (Fleith & Alencar, 2005) and the Climate Scale for creativity in the classroom (Dias, 2014). The results obtained reveal that educational practices in kindergarten are perceived more positively by children, compared to children in the primary education context. They also reveal that the children surveyed have a less positive view of their own creative ability and that this perception could negatively influence their interest in learning and school.
Creativity proves to be an essential and transversal competence to all areas of education and teaching in Portugal. In the guiding documents, any child is expected to develop a creative profile, that is, to seek solutions to problems, to create narratives, to manipulate, imagine and transform objects and materials. It is expected, at the end of their school journey, that a student will be able to use creativity as an instrument of social transformation and, for this, the school is the most facilitating means of their development. In this report, it’s aimed to analyze the school environment in classrooms on the contexts of early childhood education and primary school as to its influence on the promotion of creativity in children from 5 to 10 years old. For this purpose, an instrument for assessing creativity in the educational context was adapted based on the Climate Scale for Creativity in the Classroom (Fleith & Alencar, 2005) and the Climate Scale for creativity in the classroom (Dias, 2014). The results obtained reveal that educational practices in kindergarten are perceived more positively by children, compared to children in the primary education context. They also reveal that the children surveyed have a less positive view of their own creative ability and that this perception could negatively influence their interest in learning and school.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
criatividade fatores intrínsecos e extrínsecos ambiente educativo infância creativity intrinsic and extrinsic factors educational environment childhood