A criatividade e a organiza????o do processo criativo da escrita em sala de aula
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
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: | Creativity is an inherent process of human development. The creative processes emerge in the action contexts of the individual, and through subjective resources historically constituted, organize themselves in the moment of the concrete action, characterizing the creative learning of writing. Learning and its meanings embrace the educational objectives and their actions in the concrete scope of the school environment. The classroom is the ideal enrivonment for diversity where the references of how to teach must be in unison with the learning process of the students, so that, when reached at full potential, the affective, cognitive, psychomotor, relational and creative dimensions of learning are fully experimented and lived in their academical path. The syllabus is a document that matches the school with its thoeritical options, its objectives, its principles and methodologies to be applied. Transposing the perspective of individuals and their world through its community, and sharing its own educational actions.This paper intends to investigate the development of the creative writing process in the academic context, identifying, through means of indicators of creative writing, productions that represent significant results to this subject. Characterized by a qualitativeexploitational approach in addition to the use of case study. This paper utilizes the documental research, the interview and the observation as data research instruments. The data analysis, as a study strategy, is done through content analysis. As a result, the research showed that it is possible to stimulate and develop creative writing learning as long as the academic environment is in favor of it. As future pursues for studies yet to come, it will be possible to investigate the learners' perspective about creative writing learning and their text production routine, considering the activities developed inside the classroom are done with the intent of stimulating this sort of learning. |
Link de acesso: | https://bdtd.ucb.br:8443/jspui/handle/tede/2107 |
Resumo: | Creativity is an inherent process of human development. The creative processes emerge in the action contexts of the individual, and through subjective resources historically constituted, organize themselves in the moment of the concrete action, characterizing the creative learning of writing. Learning and its meanings embrace the educational objectives and their actions in the concrete scope of the school environment. The classroom is the ideal enrivonment for diversity where the references of how to teach must be in unison with the learning process of the students, so that, when reached at full potential, the affective, cognitive, psychomotor, relational and creative dimensions of learning are fully experimented and lived in their academical path. The syllabus is a document that matches the school with its thoeritical options, its objectives, its principles and methodologies to be applied. Transposing the perspective of individuals and their world through its community, and sharing its own educational actions.This paper intends to investigate the development of the creative writing process in the academic context, identifying, through means of indicators of creative writing, productions that represent significant results to this subject. Characterized by a qualitativeexploitational approach in addition to the use of case study. This paper utilizes the documental research, the interview and the observation as data research instruments. The data analysis, as a study strategy, is done through content analysis. As a result, the research showed that it is possible to stimulate and develop creative writing learning as long as the academic environment is in favor of it. As future pursues for studies yet to come, it will be possible to investigate the learners' perspective about creative writing learning and their text production routine, considering the activities developed inside the classroom are done with the intent of stimulating this sort of learning. |
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Moraes, Maria C??ndidahttp://lattes.cnpq.br/5438109402800417http://lattes.cnpq.br/1296354261605095Albernaz, Karana Martins Machado2017-05-09T14:02:21Z2017-02-22ALBERNAZ, Karana Martins Machado. A criatividade e a organiza????o do processo criativo da escrita em sala de aula. 2017. 157 f. Disserta????o (Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2017.https://bdtd.ucb.br:8443/jspui/handle/tede/2107Creativity is an inherent process of human development. The creative processes emerge in the action contexts of the individual, and through subjective resources historically constituted, organize themselves in the moment of the concrete action, characterizing the creative learning of writing. Learning and its meanings embrace the educational objectives and their actions in the concrete scope of the school environment. The classroom is the ideal enrivonment for diversity where the references of how to teach must be in unison with the learning process of the students, so that, when reached at full potential, the affective, cognitive, psychomotor, relational and creative dimensions of learning are fully experimented and lived in their academical path. The syllabus is a document that matches the school with its thoeritical options, its objectives, its principles and methodologies to be applied. Transposing the perspective of individuals and their world through its community, and sharing its own educational actions.This paper intends to investigate the development of the creative writing process in the academic context, identifying, through means of indicators of creative writing, productions that represent significant results to this subject. Characterized by a qualitativeexploitational approach in addition to the use of case study. This paper utilizes the documental research, the interview and the observation as data research instruments. The data analysis, as a study strategy, is done through content analysis. As a result, the research showed that it is possible to stimulate and develop creative writing learning as long as the academic environment is in favor of it. As future pursues for studies yet to come, it will be possible to investigate the learners' perspective about creative writing learning and their text production routine, considering the activities developed inside the classroom are done with the intent of stimulating this sort of learning.A criatividade ?? um processo inerente ao desenvolvimento humano. Os processos criativos emergem nos contextos de a????o do sujeito e que mediante recursos subjetivos, constitu??dos historicamente, se organizam no momento da a????o concreta, caracterizando a aprendizagem criativa. A aprendizagem e seus significados envolvem os objetivos educacionais e suas a????es no ??mbito concreto do ambiente escolar. A sala de aula ?? um ambiente prop??cio ?? diversidade onde as refer??ncias de como ensinar devem estar em conson??ncia com o processo de aprendizagem dos estudantes, que atendidos em sua integralidade, as dimens??es da aprendizagem afetiva, cognitiva, psicomotora, relacional e criativa sejam experimentadas e vivenciadas em sua trajet??ria escolar de modo integral. O curr??culo ?? um documento que identifica a escola com suas op????es te??ricas, seus objetivos, princ??pios e metodologias a serem trabalhadas, transpondo a vis??o de sujeito e de mundo por sua comunidade e compartilhando suas a????es educativas. Este trabalho investigou a organiza????o do processo criativo da escrita em sala de aula, identificando, por meios dos indicadores de aprendizagem criativa da escrita, produ????es que representam resultados significativos ao tema. Caracterizouse por uma abordagem qualitativa, de car??ter explorat??rio e com uso do estudo de caso. Como instrumentos de levantamento de dados, utilizou a pesquisa documental, a entrevista e a observa????o. A an??lise de dados, como estrat??gia do estudo, utilizou-se da an??lise de conte??do. Como resultado, a pesquisa evidenciou que ?? poss??vel estimular e trabalhar a aprendizagem criativa da escrita, desde que o ambiente escolar seja prop??cio a isso. Para estudos posteriores, ser?? poss??vel investigar as percep????es discentes acerca da aprendizagem criativa da escrita e sobre sua rotina de produ????o de texto, considerando as atividades desenvolvidas em sala de aula com vista a estimular essa aprendizagem.Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T14:02:03Z No. of bitstreams: 1 KaranaMartinsMachadoAlbernazDissertacao2017.pdf: 3135834 bytes, checksum: 1f2df12259ea0e85fd4c5544b23cc584 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T14:02:21Z (GMT) No. of bitstreams: 1 KaranaMartinsMachadoAlbernazDissertacao2017.pdf: 3135834 bytes, checksum: 1f2df12259ea0e85fd4c5544b23cc584 (MD5)Made available in DSpace on 2017-05-09T14:02:21Z (GMT). No. of bitstreams: 1 KaranaMartinsMachadoAlbernazDissertacao2017.pdf: 3135834 bytes, checksum: 1f2df12259ea0e85fd4c5544b23cc584 (MD5) Previous issue date: 2017-02-22application/pdfhttps://bdtd.ucb.br:8443/jspui/retrieve/4539/KaranaMartinsMachadoAlbernazDissertacao2017.pdf.jpgporUniversidade Cat??lica de Bras??liaPrograma Strictu Sensu em Educa????oUCBBrasilEscola de Educa????o, Tecnologia e Comunica????oEscritaEduca????oCriatividadeAprendizagemProcesso cognitivoCIENCIAS HUMANAS::EDUCACAOA criatividade e a organiza????o do processo criativo da escrita em sala de aulainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis61684427281733320805005006001182462564910641719-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasíliainstacron:UCBTHUMBNAILKaranaMartinsMachadoAlbernazDissertacao2017.pdf.jpgKaranaMartinsMachadoAlbernazDissertacao2017.pdf.jpgimage/jpeg5488https://bdtd.ucb.br:8443/jspui/bitstream/tede/2107/3/KaranaMartinsMachadoAlbernazDissertacao2017.pdf.jpg3e409440044f4ffc5843eafae8365285MD53ORIGINALKaranaMartinsMachadoAlbernazDissertacao2017.pdfKaranaMartinsMachadoAlbernazDissertacao2017.pdfapplication/pdf3135834https://bdtd.ucb.br:8443/jspui/bitstream/tede/2107/2/KaranaMartinsMachadoAlbernazDissertacao2017.pdf1f2df12259ea0e85fd4c5544b23cc584MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82048https://bdtd.ucb.br:8443/jspui/bitstream/tede/2107/1/license.txt76cd1e6bdecb11e4b12c81d5fe0f87b3MD51tede/2107oai:bdtd.ucb.br:tede/21072017-05-10 01:03:59.513Biblioteca Digital de Disserta????es da Universidade Cat??lica de Bras??lia - UCBsdi@ucb.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 |
dc.title.por.fl_str_mv |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula |
title |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula |
spellingShingle |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula Albernaz, Karana Martins Machado Escrita Educa????o Criatividade Aprendizagem Processo cognitivo CIENCIAS HUMANAS::EDUCACAO |
title_short |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula |
title_full |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula |
title_fullStr |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula |
title_full_unstemmed |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula |
title_sort |
A criatividade e a organiza????o do processo criativo da escrita em sala de aula |
author |
Albernaz, Karana Martins Machado |
author_facet |
Albernaz, Karana Martins Machado |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Moraes, Maria C??ndida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5438109402800417 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1296354261605095 |
dc.contributor.author.fl_str_mv |
Albernaz, Karana Martins Machado |
contributor_str_mv |
Moraes, Maria C??ndida |
dc.subject.por.fl_str_mv |
Escrita Educa????o Criatividade Aprendizagem Processo cognitivo |
topic |
Escrita Educa????o Criatividade Aprendizagem Processo cognitivo CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
Creativity is an inherent process of human development. The creative processes emerge in the action contexts of the individual, and through subjective resources historically constituted, organize themselves in the moment of the concrete action, characterizing the creative learning of writing. Learning and its meanings embrace the educational objectives and their actions in the concrete scope of the school environment. The classroom is the ideal enrivonment for diversity where the references of how to teach must be in unison with the learning process of the students, so that, when reached at full potential, the affective, cognitive, psychomotor, relational and creative dimensions of learning are fully experimented and lived in their academical path. The syllabus is a document that matches the school with its thoeritical options, its objectives, its principles and methodologies to be applied. Transposing the perspective of individuals and their world through its community, and sharing its own educational actions.This paper intends to investigate the development of the creative writing process in the academic context, identifying, through means of indicators of creative writing, productions that represent significant results to this subject. Characterized by a qualitativeexploitational approach in addition to the use of case study. This paper utilizes the documental research, the interview and the observation as data research instruments. The data analysis, as a study strategy, is done through content analysis. As a result, the research showed that it is possible to stimulate and develop creative writing learning as long as the academic environment is in favor of it. As future pursues for studies yet to come, it will be possible to investigate the learners' perspective about creative writing learning and their text production routine, considering the activities developed inside the classroom are done with the intent of stimulating this sort of learning. |
dc.description.abstract.por.fl_txt_mv |
A criatividade ?? um processo inerente ao desenvolvimento humano. Os processos criativos emergem nos contextos de a????o do sujeito e que mediante recursos subjetivos, constitu??dos historicamente, se organizam no momento da a????o concreta, caracterizando a aprendizagem criativa. A aprendizagem e seus significados envolvem os objetivos educacionais e suas a????es no ??mbito concreto do ambiente escolar. A sala de aula ?? um ambiente prop??cio ?? diversidade onde as refer??ncias de como ensinar devem estar em conson??ncia com o processo de aprendizagem dos estudantes, que atendidos em sua integralidade, as dimens??es da aprendizagem afetiva, cognitiva, psicomotora, relacional e criativa sejam experimentadas e vivenciadas em sua trajet??ria escolar de modo integral. O curr??culo ?? um documento que identifica a escola com suas op????es te??ricas, seus objetivos, princ??pios e metodologias a serem trabalhadas, transpondo a vis??o de sujeito e de mundo por sua comunidade e compartilhando suas a????es educativas. Este trabalho investigou a organiza????o do processo criativo da escrita em sala de aula, identificando, por meios dos indicadores de aprendizagem criativa da escrita, produ????es que representam resultados significativos ao tema. Caracterizouse por uma abordagem qualitativa, de car??ter explorat??rio e com uso do estudo de caso. Como instrumentos de levantamento de dados, utilizou a pesquisa documental, a entrevista e a observa????o. A an??lise de dados, como estrat??gia do estudo, utilizou-se da an??lise de conte??do. Como resultado, a pesquisa evidenciou que ?? poss??vel estimular e trabalhar a aprendizagem criativa da escrita, desde que o ambiente escolar seja prop??cio a isso. Para estudos posteriores, ser?? poss??vel investigar as percep????es discentes acerca da aprendizagem criativa da escrita e sobre sua rotina de produ????o de texto, considerando as atividades desenvolvidas em sala de aula com vista a estimular essa aprendizagem. |
description |
Creativity is an inherent process of human development. The creative processes emerge in the action contexts of the individual, and through subjective resources historically constituted, organize themselves in the moment of the concrete action, characterizing the creative learning of writing. Learning and its meanings embrace the educational objectives and their actions in the concrete scope of the school environment. The classroom is the ideal enrivonment for diversity where the references of how to teach must be in unison with the learning process of the students, so that, when reached at full potential, the affective, cognitive, psychomotor, relational and creative dimensions of learning are fully experimented and lived in their academical path. The syllabus is a document that matches the school with its thoeritical options, its objectives, its principles and methodologies to be applied. Transposing the perspective of individuals and their world through its community, and sharing its own educational actions.This paper intends to investigate the development of the creative writing process in the academic context, identifying, through means of indicators of creative writing, productions that represent significant results to this subject. Characterized by a qualitativeexploitational approach in addition to the use of case study. This paper utilizes the documental research, the interview and the observation as data research instruments. The data analysis, as a study strategy, is done through content analysis. As a result, the research showed that it is possible to stimulate and develop creative writing learning as long as the academic environment is in favor of it. As future pursues for studies yet to come, it will be possible to investigate the learners' perspective about creative writing learning and their text production routine, considering the activities developed inside the classroom are done with the intent of stimulating this sort of learning. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-05-09T14:02:21Z |
dc.date.issued.fl_str_mv |
2017-02-22 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
status_str |
publishedVersion |
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masterThesis |
dc.identifier.citation.fl_str_mv |
ALBERNAZ, Karana Martins Machado. A criatividade e a organiza????o do processo criativo da escrita em sala de aula. 2017. 157 f. Disserta????o (Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2017. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2107 |
identifier_str_mv |
ALBERNAZ, Karana Martins Machado. A criatividade e a organiza????o do processo criativo da escrita em sala de aula. 2017. 157 f. Disserta????o (Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2017. |
url |
https://bdtd.ucb.br:8443/jspui/handle/tede/2107 |
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por |
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Universidade Cat??lica de Bras??lia |
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Programa Strictu Sensu em Educa????o |
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UCB |
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Brasil |
dc.publisher.department.fl_str_mv |
Escola de Educa????o, Tecnologia e Comunica????o |
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Universidade Cat??lica de Bras??lia |
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