Práticas pedagógicas anunciadas sob o olhar do pensamento complexo e da criatividade

Abstract

This research, linked to the line: curriculum, teacher training and teaching knowledge of the Graduate Program in Education at the Federal University of Tocantins, was carried out at the Municipal Public School Francisca Brandão Ramalho, located in Palmas, capital of Tocantins. The following problem motivated the research: the pedagogical practices developed by the teachers of the Francisca Brandão Ramalho Municipal School show signs of creativity according to VADECRIE, enabling the reconnection of knowledge in the pedagogical work, through the relationship between theory and practice? Thus, the objective was to analyze the existing pedagogical practices in the early years of elementary education at the aforementioned school, with a view to understanding how the relationship between theory and practice takes place, as well as whether there is evidence of creativity in them. The study was primarily based on the following sources: complex thinking, by Morin (1977, 1995, 1999, 2001a, 2001b, 2011, 2012, 2020); creativity, by Torre (2005, 2008, 2009, 2012, 2022); pedagogical practice, by Franco (2016), by Behrens (2013), by Sá & Behrens (2019) and by Santos (2003). The methodological path was based on a case study, supported by exploratory research, with a quali-quantitative approach. Of the 26 teachers working at the school, 17 met the inclusion criteria used: being licensed and working in the classroom at the school for at least five years. Among these, nine (52.94%) composed the sample. Data collection took place in loco, allowing the analysis of the following documents: Political Pedagogical Project (2021), National Common Curricular Base (2017), Tocantins Curricular Guideline (2019), Teacher Manuals (2019-2022), Monthly and annual lesson plans. In addition, there were 88 hours of observation of classes and two rounds of conversations, based on generating themes suggested by the nine teachers who were part of the sample, as well as by the researcher. The circles went through a process of transcription and Content Analysis, from a thematic perspective, in Bardin (2011). The theories studied and the data arising from observation made up a triangulation process. However, through research, it became possible to understand that the existing pedagogical practices at the Francisca Brandão Ramalho Municipal School are diversified and consider the subjects of such practices; recognize that practices are important in and for children's lives. It is noteworthy that, even if instinctively, the pedagogical practices have strong signs of creativity and, even with weaknesses, they are likely to be problematized, as the collective of professionals demonstrates interest and willingness to dialogue, not only, but, above all, in relation to the school. Thus, the wheels favored an interesting interweaving between subjects and objects. With that, even though it was not primarily an objective of the research, from them it was noticed the emergence of a concept of pedagogical practices in the eyes of the participants. For them, they are practices or strategic actions lacking reflection on the teaching-learning process. It is believed that all this movement can encourage, in the researched school, discussions in relation to the epistemology of complex thinking and creativity, a situation that can enhance it