Criatividade e letramento escolar: um estudo de caso à luz do pensamento complexo

Abstract

This thesis presents research on the interactions in literacy practices in the context of the transition years beginning and ending, 5th and 6th grades. Its general objective was to analyze the practices of pedagogical activities carried out by the Escola Paroquial Sagrado Coração de Jesus trying to understand the relationship of the teacher-student link in the context of literacy interaction practice, in the Portuguese grammar classes, under the supervision of creativity and complex thinking. Aiming to achieve the proposed goals, we sought to construct a framework (i) understanding the multidimensional reality and multireference of the emergent educational paradigm; (ii) revisiting recent studies on creativity and school literacy as social practice (iii) proving the links that weave the interrelations between literacy and creativity; (iv) building a path of new perspectives towards an ecological literacy based on the establishment of interaction bonds. Taking into consideration, this research was based on the following theoretical approaches: Morin (2000, 2001, 2005) Moraes (1997, 2008), Petraglia (2008, 2013), Farm (2006), Sommerman (2003), Nicolescu (2000), Torre (2005, 2012, 2012b), Alencar and Fleith (2003) Ribeiro e Moraes (2014), Moraes (2008,2008b, 2015), Batallosso (2010) Street (2014) Barton and Hamilton (2000), Red (2009), Soares (2003), Macedo (2005), Kleiman (2006), Wallon (2007), Vieira (2008), among others. The approached methodological method was the exploratory study case, supported by the qualitative-interpretative approach, as main instrument a data collection of the semi unstructured interview, direct observation, recording lessons, documentary analysis and the instrument VADECRIE (Valorizing Instrument of the creative practices of the International Creative School Net - RIEC). The period of data collection in the field occurred in the years of 2016, 2017 and 2019. The content analysis was the choice as a resolving technique for information derived from the variety of data created in this research process, a factor that provided the basis for triangulation of the data acquired. In the data analysis, three axes signifiers were built: a) axis : Signs of creativity, significant results acquired on this axis point to prove the school characterizing in the potential and human resources; b) axis: Interaction in literacy practices, emphasizing the teachers´ attitude to questions, affection and openness; c) axis: The Transition Feeling, coming from the transition from the 5th and 6th grades, confirming the importance of teacher links ensures a smooth passage and has evolved to the transitions that would occur with the institution itself, forging its identity in adversity and resilience. In this way, results generated by the analyzes of the three significant axes showed the Implicit relationships between creativity and the processes of interaction in literacy practices through the creation of links between teacher and student, the greatest responsible in interaction, integration and learning sense.