Criatividade e educação, diálogos entre os diversos saberes docentes e a tradição dialética : da aparente oposição entre duração e espaço ao espírito

Abstract

The research developed sought to investigate, by means of a bibliographic review, the possi- ble implications of creativity in the context of Science and Mathematics Education, seeking to problematize their relations with the aspects of freedom, teaching and learning in educational institutions, as well as the possible delimitations and potentialities of this contact. It was intended to investigate the questions underlying the educational contexts and the assertion pointing to the apparent need for a development of creativity in schools, by students, teachers and schools themselves. In the most specific context, we analyzed the affirmation that says the educational problem today are related to the idiosyncrasies immanent to the educational contexts, mainly the teaching considered transmissible and reproductive, as well as its repercussions in freedom and learning of students and teachers. The first part of the work corresponds to the results of the entire research project, structured, from a philosophical perspective, in the dialogue form. In these dialogues, the questions related to the theme of creativity and education were schematized and, in the discussion, aufheben from the dialectical movement. The second part of the work presents, in a more schematic way, the theoretical frameworks assumed in the project. The entire research was structured following the bergsonian intuitive method, although no section was opened in the thesis to discuss it explicitly. Nevertheless, the essays related to the second and third chapters of the Book II allude directly to the thought of Bergson, and surreptitiously highlight fundamental elements of the philosophical practice of the same author. The writing of the dialogues occurred as an attempt to experience the creative process and the elaboration of a creative product, which approached the author of the thesis to the theoretical contexts presented in the text. The research work allowed to identify the complexity involving the creative phenomenon, its relations to the various fields of human knowledge, whether they be psychology, arts, philosophy and education. It can be elaborated, starting from a walk in which we exercised successive and partial dialectical syntheses, the importance of the spiritual aspects for the understanding of the moving and the spatialization in the comprehension of the creative phenomenon and of education. In addition, the research sought to put in immanent contact, from the dialectical perspective, questions involving ethics, learning and creation of educational environments.