PercepÃÃo de professores de lÃngua portuguesa sobre prÃticas pedagÃgicas que promovem a criatividade

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The present study aimed at investigating the perception of high school Portuguese language teachers in relation to the components that may contribute to fostering the studentâs creativity in pedagogic practices, as well as the teacher s perceptions in relation to the barriers against the promotion of adequate conditions to the development and expression of creativity in the classroom. The study also focused on spotting differences between teachers from private and public schools in relation to the aspects mentioned above. Fifty (50) high school Portuguese language teachers from private and public schools in the Federal District participated in this study. The participants responded to a instrument constructed by Alencar and Fleith (2002), which includes the Pedagogic Practice Scale to the Promotion of Creativity and a checklist of factors that may jeopardize the promotion of creativity in the classroom. It was observed that the factors that most contribute to fostering the studentâs creativity according to teachers were âencouragement to student s self-confidenceâ, âinterest in the studentâs learning processâ and âstimulus to the production of new ideasâ. There was still a high percentage of teachers from public schools indicating the following barriers âa high number of students in the classroomâ and âlack of studentâs interest in the subjectâ. Significant differences between Portuguese teachers from public and private institutions were observed in the factor âinterest in the studentâs learning processâ, having the private school teachers presented significantly higher mean averages than teachers from public schools.

ASSUNTO(S)

professor prÃticas pedagÃgicas criatividade creativity barreiras teacher ensino e aprendizagem na sala de aula pedagogic practices

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