Ação docente e prática pedagógica à luz do pensamento complexo e da criatividade na relação teoria e prática

Abstract

This research carried out at Escola Municipal Presidente Kennedy, located in the municipality of Augustinópolis - TO, sought to analyze the pedagogical practice and teaching action, based on the Sacola Viajante Project, to identify signs of creativity, based on the theoretical and epistemological foundations of the complex thinking and creativity. The methodological path was followed by the case study, supported by exploratory research, and a qualitative and quantitative approach. Data collection required adjustment due to the situation of remote classes and online classes, by schools across the country due to the pandemic caused by Covid-19. The Vadecrie was used as research tool, and as didactic resource for data handling software IRAMUTEQ; beyond comment techniques, documentary analysis and interview for the triangulation of the perceptions of the participant citizens of the research: professors, parents, managing team and pupils egresses. For this, this study it was anchored in the following theoretical boardings: the complex thought, of Morin (1995, 1996, 1999, 2001, 2002, 2003, 2005, 2008, 2010); the Torre's creativity (2005, 2008); the Base Nacional Comum Curricular (2018); authors Suanno (2013), Wechsler (2008), and Araújo (2009); practical pedagogical and the teaching action, of Sacristán (1999), Pimenta and Anastasiou (2014) and Veiga (1992). The Escola Municipal Presidente Kennedy showed an education institution whose to make pedagogical it understands the construction of the knowledge as a process that crosses for different interlaced ways. Between teaching action and pedagogical practices, these paths are directed to training for life, thus going beyond the walls of the school. In this way, results generated by the analyses demonstrate that the signs of creativity of the investigated school present in the development of its pedagogical practice a creative potential, which, in the future, may be characterized as a creative school, according to Vadecrie's parameters.