Práticas de letramento em língua portuguesa: perspectivas de criatividade no ensino fundamental

Abstract

The theme of this research is the creative pedagogical practices developed in the teaching of Portuguese, starting from the restlessness of thinking the school for the XXI century, aligning itself with the needs of a formative and transforming education, and of conscious and attentive citizens of its role personal, social and planetary in society. This thesis has the general objective of evaluating if the pedagogical practice of a Portuguese Language teacher in the final years of Elementary School presents signs of creativity, considering the theoretical framework of the Creative School, Complexity , Literature and Ecoformation, converging to Transdisciplinary Settings. The research is based on an inter and transdisciplinary bias, adding a theoretical-methodological front of the most repercussions. For this to be possible, we performed a quantitative research (VASCONCELOS, 2008), based on the case study procedures (MARTUCCI, 2001). The paper is part of the Complexity Theory (MORIN, 2001); of Transdisciplinarity (NICOLESCU, 2008); of Ecoformation (MORAES, 2004); of Literature (STREET, 2007, 2014). The intention was to realize that these theories allow the emergence of a Creative School from what Torre presents to us (2009, 2013). The methodology is presented as interdisciplinary (MORIN, 1997, 2001, FAZENDA, 2003, 2008, ALBUQUERQUE, 2009). The research was carried out at the Adventist College of Araguaína, State of Tocantins, interspersing a bibliographical survey and field research, which was carried out in the grades 6 through 9 of Elementary School, involving a Portuguese Language teacher who attends a total of 165 students. In the data generation, the VADECRIE was used to evaluate the degree of creative development of educational institutions. Theories include Education, Creative School, Creativity, Interdisciplinarity, Transdisciplinarity, Portuguese Language, Pedagogical Practice, Literature, New Studies in Literature, Ecoformation, Theory of Complexity; among others. In this way, it was possible to acquire the theoretical subsidies necessary to work each one of these categories, in order to identify the emergence of a school that promotes an education capable of training people that can interfere in a qualitative way in the worrisome scenario of this XXI century. The results show that creativity in the classroom in the Portuguese Language is a process of teaching that tries to overcome the boundaries of a traditional pedagogical practice rooted in the imaginary of institutions, especially in reading and interpreting classes; that the Literature has an important contribution, notably in the action of a teacher of Portuguese Language; that Creativity is a new way of doing education, connecting knowledge intertwined in the dynamics of social, cultural and ecosystemic.