A formação inicial docente na perspectiva do professor pesquisador e o desenvolvimento do processo cognitivo da criatividade

Abstract

The investigation presented here refers to the theme of Teacher Education. In the field of education, several researches are concerned with this theme, however, when we delimit this theme to the teacher-researcher training model and the development of the cognitive process of creativity, we gathered a little expressive cut, which needs further studies. Thus, taking into account this field of research and our training need in the Amazon context, we developed this research which aimed to know how Initial Teacher Education from the perspective of the Professor-Researcher develops the cognitive process in undergraduate students in Pedagogy of Creativity. In order to achieve this general objective, we delimited other specific objectives that consisted of identifying the theoretical assumptions about Teacher Education from the perspective of the Professor-Researcher; understand the main studies of Neuroscience and Cognitive Psychology that address the cognitive process of Creativity and reflect the relationship between Teacher Education from the perspective of the Professor-Researcher and the development of the Cognitive Process of Creativity. Our theoretical-methodological path was based on a Critical Hermeneutics approach, seeking to build an interpretation of this posed reality, of a complex and heterogeneous nature. Our research techniques consisted of systematic reviews, bibliographical research, documental study, questionnaires and structured interviews in order to answer the following central question: how Initial Teacher Education from the perspective of the Professor-Researcher develops the cognitive process in undergraduate students in Pedagogy of Creativity? The universe of research included the Licentiate Degree in Pedagogy at the State University of Amazonas, with 13 subjects participating in the study, 8 of which were professors from the course and 5 graduates who already work in Basic Education. As a result of this investigation, we conclude that Creativity as a cognitive process is a human potential, which can be developed through environmental interactions that require critical thinking, planning, problem solving and originality from the subject, thus, the training proposal based on in the Professor-Researcher paradigm it proposes this environment once the academic leaves the passivity zone, using the research tool to question his own practice, enabling criticism, the creation of new processes and teaching autonomy. Despite this finding, we also concluded that, although teachers who had this type of training may have a better creative performance in the professional sphere, it is necessary to consider other individual aspects such as emotional issues and physical and mental health, as well as issues related to professional development and enhancement, such as motivation, autonomy, identity, remuneration and physical and pedagogical support to create opportunities for creative and genuine potential.