Navegando por Assunto "Creativity"

Agora exibindo 1 - 12 de 12

Acesso aberto (Open Access)
Afrofuturismo na educação: criatividade e inovação para discutir a diversidade etnicorracial
(Universidade Federal do Pará, 2020-05-27) ROCHA, Helena do Socorro Campos da; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
“Afrofuturism in Education: Creativity and Innovation to discuss ethno-racial diversity” is the research theme that addresses the applicability of Afrofuturism in Education in Professor Education classes at the Federal Institute of Education, Science and Technology of Pará (IFPA) Campus Belém. The overall objective was to create innovative and creative Afrofuturist environments, methodologies and instruments to discuss ethno-racial diversity at IFPA. It uses the method of Cartography through the clues: process monitoring, attention, narrative policy and intervention research according to Passos, Kastrup and Escóssia (2015). The research narrative flows through four stories and at each passage there is an orixá who guides the character Ananse Afrofuturista in his search for creativity and innovation. In the first and second stories, Ananse was taken by Oxumarê to Cinema Namibe in Angola with the following concern: How can an Afro-Futuristic Virtual Reality environment make innovation visible in the creative making of Ethnic-racial Diversity? In the third story, Oxum, the lady of Abébé, guided Ananse to the IFPA campus Belém in search of answers to the following concern: how does CartoDiversidade promote empowerment in a creative and innovative way in dealing with ethno-racial issues through the production of teaching materials? CartoDiversidade is an active methodology based on Cartemática, coined by Vaz (2018) and aims to promote interdisciplinarity between Art and Ethnicorracial Diversity through the Afrofuturist Movement. It consists of three Letters: Letter Inspiring Principles, Letter Exercising the Look and Letter Inspiration, using the principles of Maker culture and STEAM methodology. In the third story Ananse was guided by Oxaguiã, the lord of innovation and creativity, to the inventories produced as a product of the Inspirational Letter. Ananse found that the NEAB Virtual is a resource that makes the innovation of the creative making of Ethnic Diversity visible, with the fundamental characteristics of Afrofuturism impregnated in the products exposed in the context of each specific knowledge: ancestry, technology, autonomy and a possible future. The CartoDiversidade caused interdisciplinary connections between Afrofuturism and ethno-racial diversity permeated by creativity and innovation visible in the cartocurar and cartofazer in the three cards. CartoDiversidade is configured in a powerful active methodology in dealing with ethnic-racial diversity, bringing to the fore, in this specific case, the possibility of empowering male and female students through Art with the Afrofuturist movement, making them protagonists of their learning and inserting their voices and narratives with authorial educational products. CartoDiversidade, inspired by Cartemática, can be adapted to any curricular component and its Guide is the main product of the research. It was possible to see the innovation in the making and the creative process of the students from the clues produced in the Afrofuturistic inventories that served as an instrument where the change of posture is perceived in the face of the ethno racial diversity that sprouted from the inside of each one, often hurt in the academic path. The results show with this experience that environments, methodologies and innovative Afro-Futuristic products enhance creative learning about ethno-racial diversity.
Acesso aberto (Open Access)
A arte de programar: um encontro criativo e inovador entre a programação científica e a arte computacional
(Universidade Federal do Pará, 2022-07-18) SÉRIO NETO, Franco de Miranda; VAZ, Cristina Lúcia Dias; http://lattes.cnpq.br/5829728118120411
The art of programming: a creative and innovative encounter between scientific programming and computer art is the theme of this research that aims to investigate the potential of computer art to promote creative learning in scientific programming. The main concern of the research was the following question: what potentialities of computer art promote creative learning in scientific programming? Understanding computer art as a promising path for the development of creativity and innovation in scientific programming, this research explored works and the creative processes of computer artists such as Waldemar Cordeiro and Hamid Naderi Yeganeh. As for the research methodology, we adopted the cartography method, inspired by the concept of the authors Deleuze and Guattari (1995), who essentially propose, in the context of intervention research, to follow movements, processes and entanglements in the investigated territories. As discussed by Passos, Kastrup and Escóssia (2015), cartography becomes the very expression of the subjective, of the paths, which is never given a priori, but will be discovered along the process. Thus, the research work becomes an exercise in mapping life and its processes, drawing the forces that move and transform research in the investigated territories. In this way, the movements of a cartography are guided by clues that will allow the researcher-cartographer to do, under the objects of study, an intense observation to understand their formats in a movement of construction and invention. For this research, four clues were selected: intervention research, cartographer attention, monitoring processes and a narrative policy. The narrative policy adopted was inspired by comic books and the cinematographic work Star Wars to create characters whose mission is to explore the territories of scientific programming and computer art. The research is narrated in four episodes. In Episode I, the theoretical references on creative learning are investigated. In Episode II, the creative potential of the Processing language is explored in the context of research. In Episode III, the creative processes of artists Waldemar Cordeiro and Hamid Naderi Yeganeh are mapped in search of connections between scientific programming and computer art, as well as inspiration for authorial productions with Processing - p5.js for the web. In Episode IV, we present the main product of the thesis: the website Arte de programar, with 3D art galleries and interactive content.
Acesso aberto (Open Access)
Arte, imaginação e criação com crianças da cidade de Benevides-PA
(Universidade Federal do Pará, 2025-05-15) CALDERARO, Kelly Lene Lopes; BRITO, Márcia Mariana Bittencourt; http://lattes.cnpq.br/3710898379776654
The aim of this paper is to reflect on children's paintings and what they can represent in their lives. Specifically, this research involved listening to children's drawings of the territory of Benevides, Pará, and trying to establish relationships with their lives by looking at the concepts of Imagination and Art in childhood. Lev Vygotsky's (2014) Cultural-Historical perspective was used as a conceptual basis, observing that the richer the human experience is culturally, the greater the material available for imagination and creation. Seen from this perspective, the child's imagination would be expressively open to countless creative experiences, considering that, when compared to adults, their repertoire would not be permeated by the marks of experiences that have already been widely experienced. And it is in this sense that the Art, Children and the City project sought this experience of listening, to give children a voice and bring them to the center of the process, in which they can participate in the construction of a territory, since they have a perception of the place in which they live and desires to be fulfilled for this place, demonstrating their sensitivity and affectivity. It is in this sense that we emphasize the importance of looking at both the experiences the child already has and those that are still open. Observing the relationships that are established between the child, art and its creation. The methodology used was participant research. The technique used was to listen to children, through drawings, in four public squares in the Benevides area, with the guiding question of how they see this city and how they would like it to be? Seventy-eight drawings were collected for analysis and construction of the results. In the same way, bibliographical research was carried out in the methodology developed, with the data presented coming from books, dissertations, theses, research published in periodicals and presentations of scientific papers. In order to analyze these drawings, discourse analysis and Vygotsky's approach to Art and Imagination were used. It is hoped that this research, together with other studies, can contribute to the academic field, as well as giving greater visibility to the importance of listening to children, their desires, ideas and dreams, through Art and Imagination.
Acesso aberto (Open Access)
Cientize: oficina para fortalecer a mentalidade científica por meio da produção textual
(Universidade Federal do Pará, 2024-04-03) AMARAL, Jônatas Miranda; COLFERAI, Sandro Adalberto; http://lattes.cnpq.br/9217166268191537
This dissertation is about the elaboration and application of the educational product Cientize, which consists of a pedagogical workshop of production of texts to develop the scientific mentality of students in undergraduate courses, considering the experience of students and the management of knowledge related to creativity, motivation and dialogue in the process of scientific writing. For this purpose, the workshop was structured on the basis of a didactic sequence, with emphasis on the elaboration of experience reports. Thus, a research-action was developed, in a qualitative and applied manner. To support this research, we are based on the theoretical assumptions on scientific thinking in the light of Feyerabend (1977), Alves (1981), Morin (2011), Freire (1996; 2001; 2014), Chassot (2003) and Haack (2009), as well as approaches on scientific writing with creativity in the Light of Volpato (2015), Marchioni (2021), Boaventura (2006) and Koch and Elias (2012). The research reveals that the product has potential for the development of the scientific mindset of students, insofar as it offers theoretical and practical grants to teachers for the application of reflective, dialogue and creative activities for the work with scientific writing, with the practice of producing experiences. The product works with actions that contemplate aspects that promote scientific work, described in 4 interconnected materials called: Cientize Workshop – Guidelines, Centize Workshop - Pedagogical Resources, Motivation Book and Journal of Learning Reports. The workshop is intended for application in bachelor's degree courses, and can also be intended to undergraduate courses in various areas, always seeking an interdisciplinary process that can favour environments of creative production from the materials and proposed script.
Acesso aberto (Open Access)
Condições favorecedoras da criatividade no ensino e aprendizagem de professores estagiários no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2018-08-03) SILVA, Denise Souza da; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Among the different types of learning I emphasize creative learning, as a desirable process in the educational field, but still little understood. Research on the creative learning of teachers in initial formation, on the contribution of individual and / or institutional subjective aspects, as well as on situations in which creative learning emerges in the collective work is rare, being investigations that take place in non- formal. In this sense, I aimed in the present study to contribute to the understanding of the conditions in which creativity emerges in the process of learning of and for teaching, of trainee teachers of the UFPA Science Club, in the context of their pedagogical practices. In this study, I assume a process definition of human individualization in its individual and social strata, in view of a new search for a new original and faithful meaning, anchored in the subjectivity theory of González Rey, Mitjáns Martínez and collaborators, in a historical-cultural perspective. The research was based on Qualitative Epistemology, which characterizes the production of knowledge as a constructive-interpretative, dialogic process and of valuing the singular in the production of knowledge. Four trainee teachers participated in this qualitative research, who worked in a class of 6th and 7th years of Elementary School, in the Science Club of UFPA. For the construction of the information, I used different instruments, including phrases, writing, interviews, informal conversations and observation. As a result of the analysis, I present indicators of the subjective senses that the trainee teachers produced in narrating and reflecting on an experience they had in carrying out a specific teaching activity. Their expressions indicated subjective resources that they developed in the Science Club and in other contexts, guiding their individual and collective actions, thus favoring conditions for the emergence of creativity in the process of learning to and from teaching in their initial formation. They also point out that the social subjectivity of the UFPA Science Club constituted the individual subjectivity of each participant and of the team itself, so as to integrate subjective configurations of the action of the trainee teachers, understanding that they were conditions conducive to the emergence of creativity in the course of the process of the planning, realization and evaluation of said teaching activity.
Acesso aberto (Open Access)
A criatividade na leitura e produção de textos literários na escola de Ensino Fundamental
(Universidade Federal do Pará, 2020-08-31) PAES, Claudemir Almeida da; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
It was investigated, in this study, the place of creativity in formal education, in particular in Portuguese language classes at the elementary school, in order to build proposals for approaches and activities that promote creativity in reading and in the production of short narrative texts by 31 6th year students from a municipal school in Breves (PA), located on the island of Marajo. For this study, it was adopted the action research as a methodological position (THIOLLET, 2001) and involved, in addition to the survey and reading of the relevant bibliography to the theme, the use of preliminary exploratory instruments – a questionnaire and a sequence of textbook activities - to evaluate the reading and creative production of narrative texts by students and the consequent elaboration of a proposal for activities. This dissertation starts from the discussion of the complex concept of creativity, its evolution in Western thought and its relationship with formal education since, mainly, the studies of Alencar (2003, 2018, 2019), Lubart (2007) and Vigotski (1998); it continues with questions related to the teaching of reading and writing, adopts Geraldi (2010), Kleiman (2000), Maria (2016) and Colomer (2007), in addition to Rodari (1982) for the aspects of creative writing; it also describes the context and presents the results of the exploratory research; until concluding with the proposal of activities for the promotion of creativity in (and through) reading and writing narrative texts. The proposal was structured in 14 weekly meetings of 1h30 of duration, with reading texts of the oral culture of the municipality (“Mário Curica lost an eye.”), a narrative by Drummond (“The incapacity to be true”), and the two narratives initials of the book The Adventures of Little nose by Monteiro Lobato (“Little nose” and “Once”) and production and socialization of students' texts on literary clotheslines and virtual platforms.
Acesso aberto (Open Access)
Das telas para as narrativas transmidiáticas: uma proposta de ensino de língua espanhola na cibercultura
(Universidade Federal do Pará, 2022-07-29) REIS, Layane Aviz dos; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530
The present dissertation approaches on reflections on the teaching of Spanish Language in Cyberculture, which were based on a proposal for the teaching of Spanish language during the course entitled Frida Kahlo: from screens to transmedia narratives, situated in the Teaching area, in the line Research Methodological Innovations in Higher Education (INOVAMES), of the Postgraduate Course Creativity and Innovations in Higher Education Methodologies (PPGCIMES). In this narrative methodological perspective work (PRADO, SOLIGO, SIMAS, 2021) in three dimensions and in perspective: Firstly in the essay text, through the construction of a creative narrative, Frida Kahlo is sent to the 21st century and meets a young teacher -researcher facing the following question: in what aspects do activities involving cyberculture and language teaching contribute to the professional development of future Spanish Language teachers based on a creative proposal for training in cyberculture? Secondly, a course is built through the narrative methodology bringing Frida Kahlo, Pierre Lévy, Pablo Neruda, Jorge Luis Borges, Gabriel Garcia Marques as characters that will compose the second dimension of the creative narrative that is consolidated in the construction of the Frida Kahlo course: from screens to transmedia narratives. Finally, in the third dimension of the narrative, it continues with the theoretical contribution of Paulino and Maria (2010), Cosson (2016), Soares (2017), Costa and Moraes (2014), Lubart (2007), Barbosa (2014), Lévy (2014), 2000), Debald (2020), Geraldi (1996), Bakhtin (1993), among others. Concluding, in the third dimension of the narrative, the researcher meets with other students and teachers in training and, through the sharing of their narratives, investigates and narrates the teaching training processes, which corroborates the consolidation of the course based on creativity, innovation, cyberculture and foreign language teaching.
Acesso aberto (Open Access)
DESIGN KIT EDU: um toolkit para promover a criatividade na aprendizagem
(Universidade Federal do Pará, 2020-04-24) SOUZA, Karina Cristina Martins de; MALCHER, Maria Ataide; http://lattes.cnpq.br/5418062253829906
This dissertation aims to present the conception and materialization of an educational content for higher education that uses Design Thinking (DT) as a teaching-learning strategy, with the goal of fostering the exercise of creativity and problem solving. The content is entitled “Design Kit EDU”, created with the aim of providing interactions between teacher-student, student-student, teacher-content and student-content, from which teachers feel encouraged to plan different activities, using a set of artifacts in their classes, at the same time that students are motivated to develop varied skills and establish relationships with knowledge (cognitive domain), doing (psychomotor domain) and being (affective domain) . The content consists of four artifacts, namely: the “Composition Chart”, the “Empathy Dice”, the “Ideas Lane” and the “Feedback Cards”. All of these artifacts establish guidelines by the Design Thinking (DT) methodology, which means they are centered on the subjects who are part of the interactions or who may benefit from the interactions. This proposition has as a theoretical reference the discussions on design, Design Thinking (DT), Instructional Design (DT), active methodologies and creativity. For the development of the research reported in this dissertation and its product, different methodological procedures were adopted. The approach was qualitative and, among the procedures, bibliographic, documentary and experimental research were used. For the stage of content planning and design of the artifacts, the stages of the “classic” Instructional Design were used. The artifacts were made with analog interactions, which means that part of the materials were built in a tactile and fixed way, while the other part is made of glued or sewn with different papers, cutouts, textures and visuals. 14 inspirations were consulted during the research and all, in some way, deal directly or indirectly with the themes “Design Thinking”, “creativity” and “problem solving oriented to the educational context”, even though most of the inspiring materials deal with the corporative education. Finally, in this dissertation, the artifact verification process is reported, which was configured as a pilot study whose sessions followed a semi-structured script (Evaluation Matrix), in which the main product of this work, the “Design Kit EDU”, was briefly presented and submitted to the guests' analysis. The sample of specialists was formed by 20 guests, mostly teachers of Higher Education at the Universidade Federal do Pará (UFPA). However, the sessions also included professional master students from the Postgraduate Program Creativity and Innovation in Higher Education Methodologies (PPGCIMES), recent graduates, masters and graduates of the Program, in addition to professors linked to other educational institutions. From this verification process, it was possible to receive several contributions, some of which have already been incorporated into the product presented in this dissertation and others will be analyzed later for the future improvement of the educational content and its artifacts.
Acesso aberto (Open Access)
A dimensão subjetiva do aprender na formação para a docência interdisciplinar: um estudo de caso no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2022-06-10) RIBEIRO, Rosineide Almeida; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/6500775506186127
Acesso aberto (Open Access)
O fomento da criatividade em práticas de cozinha no ensino superior utilizando PANC
(Universidade Federal do Pará, 2023-10-16) FERREIRA, Bruno de Souza; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415; https://orcid.org/0000-0002-9450-3965; MONTEIRO, Dionne Cavalcante; http://lattes.cnpq.br/4423219093583221
Research presented in this master's dissertation focuses on creating, applying, and analyzing an external learning trail for students of the Gastronomy course to promote creativity in cooking practices using Non-Conventional Food Plants (PANC). In this case, red nettle (Laportea estuans) was the PANC under study. As part of this research, we are asking: How can non-conventional food plants be used to foster Creativity among students of higher education? This questioning led to the following general objective: Design an educational process to foster Creativity competence in kitchen practices in the training of Gastronomy course students, with non-conventional food plants (PANC) as content. Action research methodology, considering its connection to qualitative research approaches, seeks to promote changes in the reality context, but also educate and raise awareness of participants and the researcher. Learning is divided into four dimensions related to cooking: knowing, cooking, eating, and convincing. Activity activities subsidized by educational artists (podcast and illustrated booklet) are used for the learning trail, along with support materials (map mind, sensory evaluation form, technical sheet), that each moment of the trail helps to develop specific creative skills. This study was conducted with students in the 3rd semester of the Higher Course of Technology in Gastronomy at the Universidade da Amazônia (Unama) in 2022 within the scope of the discipline "Integrating Topics II". Students were assessed based on their previous knowledge of the PANC under study. An analysis of the student's creative process was carried out in the form of interviews to analyze their innovative and creative recipes made from red nettle. The research data shows that the learning trail contributed to the objectives it proposed, such as promoting creativity in students' activities and promoting the gastronomic exhibition.
Acesso aberto (Open Access)
Inovar, criar e narrar: ensino e aprendizagem intercultural Warao
(Universidade Federal do Pará, 2023-08-25) LAMEIRA, Natália Conceição; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530
In teaching the Warao language, Spanish and Portuguese, encounters, affections, biographies, experiences, and creativity come together to establish a new narrative with the purpose and meaning of bringing the Warao language to life. Our river of experience led us to the conclusion that the dissertation would be navigated through an innovative methodology - The Narrative -, by LUCIO (2020). This investigation therefore took place in a dimension where water intertwined with a fictional character who was to serve as a link between the fictional and authorial narratives developed with the proposed discussion to portray an autobiographical and formative experience. There are discussions and dialogues included regarding the university's role in social struggles, its importance in establishing affirmative policies, questioning the university's role in teaching Pan-Amazon languages, and learning in training environments, what intercultural teaching is, what it is for, and how to use it for training that breaks chains, resistance to cultural extinction. In the area of language in higher education, a collection of narratives of subjects, bodies, and stories that occupy and constitute the university space. Consequently, educational products and by-products are suggested that can assist Warao intercultural teaching and learning. The research was developed during the professional master's degree in Criatividade e Inovação em Metodologias de Ensino Superior (PPGCIMES), within the research area Inovações Metodológicas do Ensino Superior (INOVAMES). The dissertation included theoretical support from Viñas (2004) who discusses the definition of culture and intangible cultural heritage, experience from Larrosa (2014), experience and transformation, and narrative research from Clandinin and Connelly (2011). In addition to the discussion towards creativity of Mihaly Csikssentmihalyi (1999) and Pascale (2005), liberating education by Paulo Freire (1997), Discursive Genres Bakhtin (1997), Language by Bakhtin (1997) and Geraldi (1996), Teacher Training in Cyberspace Lévy (2000) among others that complement the theoretical narrative and methods of this dissertation. The researcher has opened herself to the experience that narrative research provides and highlighted the feelings and impressions of those who allowed themselves to be touched and transformed through the creative process described.
Acesso aberto (Open Access)
O Teste Rorschach na história da avaliação psicológica
(2010-06) TORRES, João Maria do Amaral
This paper aims to discuss the production of human movement response (K) in the protocols of the Rorschach test of a sample of painters in the city of Belém do Pará Based on the relationship between the perception of human movement and the creative imagination, proposed by Hermann Rorschach, author of the test, and further studies that undermine this concept, under some conditions, providing another alternative meanings, we analyzed the frequency and quality of responses K of these artists. The purpose was to try to find a direct relationship of the creative imagination of individuals with the frequency and quality of this category of responses. The application of the test was done individually, with the consent of each participant and the results show that the production and diversity of K responses were below our expectations, there was no correlation between the production of K and the creative imagination of individuals. It has also pointed to the possibility of creative imagination, the Rorschach, is evidence not only for K responses, but also through other personality factors measured by the test.