Crianças, supercomputadores, uma caravana e um palco: criatividade no ensino-aprendizagem de inglês

Abstract

Creativity is present in everyone's life, whether solving everyday problems or re-inventing something, it is everywhere (CARSON, 2011, CURY, 2007, XIMENDES, 2010), thus it has been put forward on the agenda of some areas, such as in corporate area (CHIAVENATO, 2008) Arts (BISCA; LUNA, 2003), meditation (DAISAKU, 2015), Psychology LUBART, 2007) and also Neuroscience (HERCULANO-HOUZEL, 2010, XIMENDES, 2010). But what about school? Is there room for creativity within the traditional teaching model adopted in Brazilian schools? When we look through our country's education, we can see mass teaching tracks, which contemplate only collective rather than students’ individuality. Taking this consideration into account as well as my concerns based on my school experience, the overall general objective of this study is to analyze reports of a teaching experience that values creativity from workshop planning to students’ production. Such students’ production derived from the stimuli provided by a creative stage, that is, a space for creativity free expression which gives freedom to students. This study was put into practice due to my participation in two PROBEX projects underpinned by Neuroscience. Both projects made use of differentiated and playful methodology, tried to promote different brain area activation and took into account the singularity of each cerebral subject who performed on stage set by scholarship holders and volunteers. The relevance of this work is to demonstrate through this experience the results of a theoretical based intervention toward creativity, which provided relaxed English learning experiences, although at an elementary level, which often differ from reality encountered in classrooms, where creativity and teaching seem not to fit together.