Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Ribeiro, Olzeni Leite Costa |
| Orientador(a): |
Galv??o, Afonso Celso Tanus |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Cat??lica de Bras??lia
|
| Programa de Pós-Graduação: |
Programa Strictu Sensu em Educa????o
|
| Departamento: |
Escola de Educa????o, Tecnologia e Comunica????o
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Resumo em Inglês: |
This theses, based on the the qualitative approach, is structured in the dialogue between three perspectives: epistemology (complexity theory and constructionism); theory (interpretativism); methodology (hermeneutical phenomenology). These approaches guide not only the philosophy and logic of the methodological choices, but also the procedures adopted for the development of the method. Two research dimensions have been integrated, characterising the research as a multi-approach one. The theoretical-empirical aspect aggregated reflexive/practical features concerning field research. The method was inspired in the hermeneutic circle, generating a recursive and integrative dynamics whose structure developed in three concentric circles: data generation, interpretation and new understanding. The circle starts on the theoretical dimension of the research e evolves in the way of a process of metacognition. Based on the principles of bricolage and grounded theory, this process resulted in generating theoretical pointers of creativity and expertise. The circle continues with an empirical dimension, inspired in the principles of the phenomenological attitude, by means of which a level of deepness in the understanding of the object of this work has been achieved. For this, a life-history methodology was designed that investigated in depth the lives of ten experts eminent in different learning domains. The epoch?? state, integrated to a sensitive listening process, contributed to the unveiling of the whole analytic-interpretative process. It consisted of two major parts: (i) a description of participants??? profile, and (ii) the characterization of the phenomenon under investigation (analysis of narratives). From the empirical dimension of the research resulted the indigenous pointers of creativity in expertise. With the chapter of the new understanding, the hermeneutic circle is completed, but not finished. This is an unfinished investigative process, as it is usual in this type of research. In the new understanding, all theoretical insights that emerged from the relationship between the two dimensions (expertise and creativity) have been gathered in a chapter that, conventionally, would be that of conclusions. As epicentre of these insights and with the purpose of responding which is the role of creativity in expertise (problem, phenomenon and object of research) this thesis brings about to the fields of expertise and creativity the figure of the innovative-expert, the creation of the relational space of expertise (RE-E) and the creation of the potential space of creativity (E-Po). From the articulation of the figure of the innovative-expert, who dialogues, in these spaces, with his or her object of expertise, the field and domain, it emerges the reciprocal benefits of the interaction between creativity and expertise and the aim of the double study consisting of exploring and unveiling the role of creativity in expertise is achieved. As a means of contribution to the field, there is the intention of taking to spaces of transformation (educational, academic and professional), the catalysing action of the pointers of creativity in expertise responsible for projecting the relational space and to make it possible the access to the potential space |
| Link de acesso: |
https://bdtd.ucb.br:8443/jspui/handle/tede/1971
|
Resumo: |
This theses, based on the the qualitative approach, is structured in the dialogue between three perspectives: epistemology (complexity theory and constructionism); theory (interpretativism); methodology (hermeneutical phenomenology). These approaches guide not only the philosophy and logic of the methodological choices, but also the procedures adopted for the development of the method. Two research dimensions have been integrated, characterising the research as a multi-approach one. The theoretical-empirical aspect aggregated reflexive/practical features concerning field research. The method was inspired in the hermeneutic circle, generating a recursive and integrative dynamics whose structure developed in three concentric circles: data generation, interpretation and new understanding. The circle starts on the theoretical dimension of the research e evolves in the way of a process of metacognition. Based on the principles of bricolage and grounded theory, this process resulted in generating theoretical pointers of creativity and expertise. The circle continues with an empirical dimension, inspired in the principles of the phenomenological attitude, by means of which a level of deepness in the understanding of the object of this work has been achieved. For this, a life-history methodology was designed that investigated in depth the lives of ten experts eminent in different learning domains. The epoch?? state, integrated to a sensitive listening process, contributed to the unveiling of the whole analytic-interpretative process. It consisted of two major parts: (i) a description of participants??? profile, and (ii) the characterization of the phenomenon under investigation (analysis of narratives). From the empirical dimension of the research resulted the indigenous pointers of creativity in expertise. With the chapter of the new understanding, the hermeneutic circle is completed, but not finished. This is an unfinished investigative process, as it is usual in this type of research. In the new understanding, all theoretical insights that emerged from the relationship between the two dimensions (expertise and creativity) have been gathered in a chapter that, conventionally, would be that of conclusions. As epicentre of these insights and with the purpose of responding which is the role of creativity in expertise (problem, phenomenon and object of research) this thesis brings about to the fields of expertise and creativity the figure of the innovative-expert, the creation of the relational space of expertise (RE-E) and the creation of the potential space of creativity (E-Po). From the articulation of the figure of the innovative-expert, who dialogues, in these spaces, with his or her object of expertise, the field and domain, it emerges the reciprocal benefits of the interaction between creativity and expertise and the aim of the double study consisting of exploring and unveiling the role of creativity in expertise is achieved. As a means of contribution to the field, there is the intention of taking to spaces of transformation (educational, academic and professional), the catalysing action of the pointers of creativity in expertise responsible for projecting the relational space and to make it possible the access to the potential space |
