Contribuições do processo cognitivo da criatividade à avaliação da aprendizagem do curso de Licenciatura em Pedagogia da UFAM

Abstract

There are many challenges for teachers and their training, among them, we reflect in this research the evaluation as a creative effort, in the sense of serving the development of learning. In this sense, the present investigation entitled “Contributions of the Cognitive Process of Creativity to the Assessment of Learning in the Degree in Pedagogy at UFAM”. With regard to the research problem, it emerges as the starting point that comes from our academic and professional experiences of certain concerns that I was inspired by an empirical experience, in scientific articles that I read 5 years ago from the first days of training. In this path, the research problem is urgent: How does the cognitive process of creativity contribute to the evaluation of students' learning in the Degree in Pedagogy at UFAM? In this way, we aim to analyze how the Cognitive Process of Creativity contributes to the Learning Assessment of the Degree in Pedagogy In order to reach this general objective, we set out the following specific objectives: 1- Explain the cognitive foundations of creativity and the theoretical assumptions of learning assessment; 2- Identify the conceptions of evaluation present in the pedagogy degree course at the Federal University of Amazonas; 3- Reflect on what contributions the study can make to the challenges of teacher education in the pedagogy course in the Amazonian context. Our theoretical-methodological course is based on Critical Hermeneutics, in the perspective of Ricoeur (1996), our research technique consists of a semi-structured interview. The universe of the research will consider the bachelor’s degree in Pedagogy at UFAM, with 10 professors participating in the study. It is estimated that the research's contribution to the highlighted theme lies in understanding how the cognitive process of creativity and learning assessment are articulated, in the organization of good pedagogical practices in the teaching process of teachers and students in higher education. It is concluded that the evaluation of creativity according to the interview made with the subjects addressed that there is not even a creative evaluation it is traditional that brings fear, and anxiety in the students, according to the teaching plans of the subjects they address that the evaluation is creative, and the pedagogical project of the course does not include the theme of creativity, it is a problem they face about creativity, it is observed that there is a disparity in the information in the documents. Therefore, creativity is an essential element in the teaching-learning process, because it promotes innovation and the development of new skills. It is a fundamental tool to promote a more dynamic, stimulating and enjoyable learning experience. It is what makes it possible to improve reasoning and critical thinking skills, which contributes to creative problem solving. Creativity is also responsible for leading people to think anew about their knowledge and discover new avenues for exploration and academic progression. The teacher has the opportunity to promote creative actions for the development of his students, considering the context and the desired objectives, these actions can be planned so that students can develop their creative potential and enjoy the learning process in an enriching way. It is considered that this contradiction between the correlated information demonstrates a fragility of the course in the absence of debate and collective clarification about the possibilities and implications of the different evaluation methods. The course, in addition to thinking about these relationships at the level of school learning, needs to think about the context of its own pedagogical relationship.