2021-10-292021-10-292021-08-05MONTEIRO, Letícia Ribeiro. LIVRO-OBJETO: uma jornada criativa de Dom Quixote no uso de gêneros discursivos em espanhol. Orientadora: Cristina Lúcia Dias Vaz. 2021. 98 f. Dissertação (Mestrado Profissional em Ensino) - Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior, Núcleo de Inovação e Tecnologias Aplicadas a Ensino e Extensão, Universidade Federal do Pará, Belém, 2021. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/13683. Acesso em:.https://repositorio.ufpa.br/handle/2011/13683Encounters, affections, experience, and creativity, through the Spanish language, mark the beginning of a great adventure. In this narrative, Don Quixote, icon of world literature, embarks on a cartographic journey called: "Book-object: Don Quixote creative journey in the use of discursive genres in Spanish". In this journey, the illustrious nobleman seeks a creative experience to answer a question: would a book-object be a creative learning strategy in discursive genres through the Spanish language? To this end, he seeks not only answers but to enjoy the process through experience, in the sense of Larrosa (2014). Therefore, the cartographer Don Quixote creates a series of poetic entries and a fantastic tale, both in Spanish, and turns them respectively into a creative dictionary and object-book. Through cartographic methodology, we seek to follow the process in which the protagonist is inserted. Moreover, with his logbook, he has an attentive look and intervening actions, through his own narrative of his creative journey. These are the so-called clues of the cartographic method, according to Passos; Kastrup; Escóssia (2009), which will guide the investigative path, not to reach an end, but to experience the transformative experience of the process. Therefore, his assignments called "Beginning of a creative journey", "The journey towards the creative dictionary", and "The journey towards the book-object ", are cartographies of his active and creative learning in discursive genres through the Spanish foreign language. This process led to the production of two products: the first, a dictionary composed of 25 entries, illustrated with 25 works of art, and the second, a book-object, materialized from an authorial tale. It is also a reflection on active learning and being at the center of a learning process, according to Paulo Freire (1987), with the feeling of "making life worthwhile", according to Mihaly Csikszentmihalyi in Pascale (2005) and Donald Woods Winnicott (1975), which corroborates with Ivanir Fazenda's (2008) interdisciplinarity, besides discursive genres in Mikhailovitch Bakhtin's (1997) perspective. The cartographic investigation motivates, provokes affections and unforgettable experiences in those who participate, generating an authorial and motivating production. This motivation, burning in the chest of a foreign language learner, through discursive genres, art and creativity, provokes the feeling of living creatively.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Aprendizagem criativaExperiênciaEspanholLivro-ObjetoMétodo cartográficoCreative learningExperienceSpanishBook-objectCartographic methodDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONALCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOINOVAÇÕES METODOLÓGICAS NO ENSINO SUPERIOR (INOVAMES)METODOLOGIAS DE ENSINO-APRENDIZAGEM