Creative Learning: A Pedagogical Interdisciplinary Action by Teachers from fhe Final Years of Middle School
DOI:
https://doi.org/10.35819/tear.v11.n1.a5923Abstract
Abstract: Creative learning, first discussed by Mitchel Resnick, is built upon four pillars: Projects, Passion, Pairs and Playfulness – 4Ps. Based on these principles, this paper proposes to analyze the presence of these pillars of Creative Learning in interdisciplinary pedagogical proposals developed by teachers from a public and municipal educational system. These prepositions were created based on a pedagogical training meeting that aimed to include interdisciplinary actions as a possibility of pedagogical work, stimulating the interrelations between knowledge and people. This paper has a qualitative approach, being composed of documental exploratory research. It is highlighted that the pedagogical proposals were developed by teachers based on their concept of interdisciplinarity. In this study, the analysis aimed to uncover to what point the idea of interdisciplinarity comprehends the principles of Creative Learning. The concept and insertion of Creative Learning in Brazil’s education is still recent. However, the promotion of projects that instigate the passion from those involved in the educational process through collective work and/or in pairs, grounded on playfulness, are possibilities that are real and exist in several contexts and school spaces in the country. Thus, it is feasible to conclude that by creating new pedagogical proposals that involve creativity and interdisciplinarity, teachers can rethink their pedagogical praxis, as well as overcome the challenges currently faced during the process of teaching and learning.
Keywords: Creative Learning. Interdisciplinary. Pedagogical proposals. Elementary School. Final years.
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