COSTA, F. C. J.; http://lattes.cnpq.br/9102779210147668; COSTA, Fágner Carlos José.
Résumé:
Creativity is considered a complex and multidimensional phenomenon. In education,
creativity is pointed as one of the axes that guide the relationship between teaching and
learning. In this context, the teacher emerges as an element that facilitates the development of
the creative expression of the student. Thus, in view of the importance of creativity in
education, to train more creative, critical and collaborative professionals, the objective of this
work was to diagnose the perception of teachers and students of the Administration Course in relation to the development of creativity in the classroom. The methodology used was defined
based on a quantitative-qualitative approach of the descriptive type, involving 13 teachers and
152 students of this course. The Inventory of Teaching Practices that favor Creativity in
Higher Education was used as an instrument of data collection, besides an open question
contemplating the theoretical and practical curriculum of the Administration Course and a
checklist filled only by the teachers indicating the possible barriers to the promotion of
creativity in the classroom. The research results pointed out the predominance of a culture of
limiting learning to the creative expression of the student, due to the lack of confrontation
between theory and practice, resulting in the difficulty of developing the autonomy of their
creative potential. It is concluded that there is a need for the evaluated institution to diversify
its teaching strategies, promoting faculty capacities, active methodologies, and offering
diversified activities and interdisciplinary projects for its students.
