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Abstract(s)
Este relatório resultou de um estudo efetuado a uma turma de 11º ano, do curso
de Design e Multimédia, que decorreu no ano letivo de 2012/2013, que teve como
objetivo explorar o tema “Criatividade no contexto escolar”. O leque de alunos, com o
qual trabalhei, apresentava falta de interesse e motivação, carência de bagagem anterior,
revelando pouca sensibilidade a estímulos visuais, entre outros. Para este tipo de alunos,
é necessário que o professor seja persistente, inovador, metódico e que, essencialmente,
não desista e que seja uma inspiração para os seus alunos. É importante que haja
motivação para uma determinada tarefa, capacidade e conhecimento num domínio,
competências cognitivas e de um trabalho concentrado e enérgico, já que, até obtermos
o produto final, serão necessárias muitas horas de trabalho e muitas ideias, que serão
confrontadas e refletidas de forma a facilitar o restante processo. Com efeito, os fatores
cognitivos, motivacionais, sociais e personológicos influenciam no processo criativo. O
aluno, para ser criativo, deve acreditar em si próprio, confiar nas suas capacidades e
sentir prazer em realizar as tarefas de forma persistente, elaborada e sem nunca desistir,
mesmo que, muitas vezes, tudo pareça anunciar um fracasso.
Tendo em conta todo este cenário, ao longo do meu relatório, questionei-me
diversas vezes sobre determinados assuntos, tais como: um professor, considerado mais
criativo e aberto ao que é novo, inspira os alunos, levando-os a produzir trabalhos mais
originais? Como é que as organizações podem fomentar o ato criativo? O ambiente de
sala de aula reflete o trabalho executado pelo aluno?
É de salientar que, na sociedade pós-moderna, a inserção social, e mesmo a
sobrevivência, residem, fundamentalmente, na criatividade.
This report resulted from a study conducted at a 11th class year course of Design and Multimedia, which took place in the academic year 2012/2013, which aimed to explore the theme "Creativity in the school context." The range of students, I worked with, showed lack of interest and motivation, previous baggage grace, showing little sensitivity to visual stimuli, among others. For these students, it is necessary that the teacher is persistent, innovative, methodical and that essentially do not give up and that is an inspiration to his students. It is important to have motivation for a particular job, ability and knowledge in a domain, cognitive skills and a focused and energetic work, since, until we get the final product, many hours of work and many ideas will be needed, which will be compared and reflected to facilitate the rest process. Indeed, cognitive, motivational, social and personological influence the creative process. The student, to be creative, you must believe in yourself, trust in their abilities and feel happy to perform the tasks persistently drawn up and never give up, even if often it seems to announce a failure. Having regard to this whole scenario over in my report, I wondered several times about certain subjects, such as a teacher, considered to be more creative and open to what is new, inspires students, causing them to produce more original works ? How organizations can foster the creative act? The classroom environment reflects the work performed by the student? It should be noted that in postmodern society, social inclusion, and even survival, reside mainly in creativity.
This report resulted from a study conducted at a 11th class year course of Design and Multimedia, which took place in the academic year 2012/2013, which aimed to explore the theme "Creativity in the school context." The range of students, I worked with, showed lack of interest and motivation, previous baggage grace, showing little sensitivity to visual stimuli, among others. For these students, it is necessary that the teacher is persistent, innovative, methodical and that essentially do not give up and that is an inspiration to his students. It is important to have motivation for a particular job, ability and knowledge in a domain, cognitive skills and a focused and energetic work, since, until we get the final product, many hours of work and many ideas will be needed, which will be compared and reflected to facilitate the rest process. Indeed, cognitive, motivational, social and personological influence the creative process. The student, to be creative, you must believe in yourself, trust in their abilities and feel happy to perform the tasks persistently drawn up and never give up, even if often it seems to announce a failure. Having regard to this whole scenario over in my report, I wondered several times about certain subjects, such as a teacher, considered to be more creative and open to what is new, inspires students, causing them to produce more original works ? How organizations can foster the creative act? The classroom environment reflects the work performed by the student? It should be noted that in postmodern society, social inclusion, and even survival, reside mainly in creativity.
Description
Keywords
Criatividade Ambiente organizacional Educação Creativity Organizational environment Education