Lugar e funções psicológica e educacional da Criatividade no currículo implementado da educação pré-escolar e do ensino básico: Contributos de um grupo de discussão focalizada com docentes portugueses

Abstract

Resumo: Nos últimos tempos têm vindo a multiplicar-se as orientações quanto à urgência de se considerar a criatividade como um objetivo vital para a educação de futuro. Os sistemas educativos ocidentais lutam para se (re)inventarem e tornarem capazes de dar uma resposta adequada às exigências de renovação e de acrescida eficácia das sociedades contemporâneas. Apesar do reconhecimento da importância de incluir a criatividade nos curricula educativos, a maioria tende a reconhecê-la de uma forma implícita e pouco diferenciada quanto à sua conceptualização e operacionalização no âmbito da intervenção educativa. Com o intuito de contribuir para esta discussão, propusemo-nos analisar criticamente a abordagem da criatividade nos curricula da educação pré-escolar e do Abstract: Guidelines asserting the urgency of addressing creativity as a vital goal for the future of education have been multiplying in recent years. Western education systems struggle to (re)invent themselves and become capable of adequately responding to the demands for renewal and increased efficacy of contemporary societies. Despite agreeing on the importance of including creativity in educational curricula , most tend to acknowledge it in an implicit and ill-defined way in terms of its conceptualization and operationalization within the scope of educational interventions. Aiming to contribute to this discussion, we sought to critically analyse the approach to creativity in the Pre-school and Basic education curricula in Portugal, equating the implications of this framework regarding teachers’ pedagogical practices in the classroom. Through a focus group interview session with six teachers and the subsequent content analysis of the session, we explored their perceptions about creativity and how it was (or not) fostered by school curricula . Our main findings underline a consensus regarding the relevance of promoting creativity in educational contexts, despite the disarticulation between school curricula and pedagogical practices associated with creativity. A plethora of factors contribute to this, including difficulties in reconciling the pressure associated with educational marks with creativity development goals, the complexity of the creativity construct itself, the crystallization of practices of the teaching class, gaps in their training, or even social and cultural prejudices around creativity. Beyond the possible social and cultural repercussions, these results can contribute to defining curricula based on pedagogical strategies better able to nourish the holistic development of creativity in children and adolescents.