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Moura de Carvalho, T. de C. ., Fleith, D. de S. ., & Almeida, L. da S. . (2021). Desarrollo del pensamiento creativo en el ámbito educativo. Latinoamericana De Estudios Educativos, 17(1), 164–187. https://doi.org/10.17151/rlee.2021.17.1.9
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Themys de Cássia Moura de Carvalho
Universidade do Minho
Denise de Souza Fleith
Universidade de BrasíliaLeandro da Silva Almeida
Universidade do MinhoResumen
En el siglo XXI, el pensamiento creativo es asumido como esencial para abordar los desafíos de un mundo cada vez más globalizado e imprevisible. En este contexto, el pensamiento creativo adquiere un papel creciente en el desarrollo personal y la resolución de problemas cotidianos. En este artículo, abordamos el reto de incorporar el pensamiento creativo en la escuela. Para ello, discutimos el concepto de creatividad y abordamos tanto los factores favorables como las barreras que las instituciones educativas encuentran a la hora de querer incorporar la creatividad en sus clases. También analizamos algunos programas concretos de creatividad escolar y los factores que pueden estar a la base del éxito de estos programas en su vertiente práctica, destacando que su aplicación resulta cada día más necesaria para el desarrollo del pensamiento creativo tanto en los profesores como en los
alumnos.
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Alencar, E. M. L. S., Fleith, D. S., Boruchovitch, E., & Borges, C. N. (2015). Criatividade no ensino fundamental: Fatores inibidores e facilitadores segundo gestores educacionais. Psicologia: Teoria e Pesquisa, 31 (1), 105-114.
Almeida, L. S. (1996). Cognição e aprendizagem: como a sua aproximação conceptual pode favorecer o desempenho cognitivo e a realização escolar. Psicologia: Teoria,
Investigação e Prática, 1, 17-32.
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. London: Hachette.
Baer, J. (2016). Domain specificity of creativity. San Diego: Academic Press/Elsevier.
Barron, F. (1968). Creative person and the creative process. New York: Holt, Rinehart & Winston
Beghetto, R. A. (2019). Structured uncertainty: how creativity thrives under constraints and uncertainty. In Mullen, C. (Ed.), Creativity under duress in education? Theory of creativity and action in education (Vol. 3, pp. 77-40). Cham: Springer.
Beghetto, R. A. (2017). Legacy projects: help young people respond productively to the challenges of a changing world. Roeper Review, 39 (3), 187-190.
Beghetto, R. A. (2016). Creative openings in the social interactions of teaching. Creativity. Theories - Research-Applications, 3 (2), 261-273.
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25 (1), 53-69.
Beghetto, R.A., & Kaufman, J.C. (2011). Teach for creativity with disciplined improvisation. In Sawyer, R. K. (Ed.), Structure and improvisation in creative teaching (pp. 94-109). Cambridge, MA: Cambridge University Press.
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1 (2), 73-79.
Bermejo, R. y Ruiz, M. J. (2017). Los desafíos de la investigación sobre la especificidad o generalidad de la creatividad. In Almeida, L. S. (Coord.), Criatividade e Pensamento Crítico: Conceito, Avaliação e Desenvolvimento (pp. 75-106). Porto: CERPSI.
Bertrand, J. R. (2005). Can Individual Creativity be Enhanced by Training?: A Metaanalysis (Doctoral dissertation). University of Southern California, California.
Bernstein, M. R., & Bernstein, R. R. (2006). Imaginary worldplay in childhood and maturity and its impact on adult creativity. Creativity Research Journal, 18 (4), 405-425.
Betancourt, J. y Valadez, M. (2012). Cómo propiciar el talento y la creatividad en la escuela. México, DF: El Manual Moderno.
Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
Braga, N. P., & Fleith, D. S. (2018). Relação criatividade, professor e educação superior: Revisão de literatura. Psicologia, Educação e Cultura, 22 (1), 170-185.
Carvalho, T. de C. M. de (2019). Desenvolvimento da criatividade: Adaptação do programa Odisseia-I para alunos brasileiros do ensino fundamental (tese de doutoramento). Universidade do Minho, Braga.
Chen, C., Himsel, A., Kasof, J., Greenberger, E. y Dmitrieva, J. (2006). Creatividad sin límites: evidencia de la generalidad del dominio de las diferencias individuales en la creatividad. Journal of Creative Behavior, 40 (3), 179-199.
Craft, A. (2007). Creativity and possibility in the first years. London: Reflections of TACTYC. Cramond, B. (2009). Future Problem Solving in gifted education. In Shavinna, L. (Ed.), Handbook on Giftedness (Part 2, pp. 1143-1156). New York: Springer.
Cropley, A. J. (2009). The antipathy of teachers towards creative students: some implications for teacher training. Baltic Journal of Psychology, 10, 86-93.
Cropley, D. H. (2015). Promote creativity and innovation in engineering education. Psychology of Aesthetics, Creativity, and the Arts, 9 (2), 161-171.
Davies, N. B., Krebs, J. R., & West, S. A. (2012). An introduction to the ecology of behavior. New Jersey: John Wiley & Sons.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., y Howe, A. (2013). Entornos de aprendizaje creativo en la educación: una revisión sistemática de la literatura. Capacidad de Pensar y Creatividad, 8, 80-91.
Dempster, T., Hocking, I., Vernon, D., & Snyder, H. (2017). Enhancing Creative Problem Solving and Creative Self-Efficacy: A Preliminary Study. Creativity Research Journal, 18, 435-446.
Fairweather, E., & Cramond, B. (2010). Infusing creative and critical thinking into the curriculum together. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing Creativity in the Classroom (pp. 113-141). New York: Cambridge University Press.
Feist, G. J. (2006) The Psychology of Science and the Origins of the Scientific Mind. New Haven: Yale University Press.
Fleith, D. S. (2016). Creativity, motivation to learn, family environment, and giftedness: A comparative study. Psicologia: Teoria e Pesquisa, 32, 1-9.
Fleith, D. S. (2011). Creativity in Brazilian culture. Readings in Psychology and Culture, 4 (pp. 3-20). Retrieved from https://10.9707/2307-0919.1037.
Freiria, J. E. (2004). Pensamiento Creativo, Instrumento Cognitivo. Buenos Aires: Departamento de Humanidades, CBC UBA-Proyecto Editorial.
Fryer, M. (2006). Facilitating creativity in higher education: A brief account of National Teaching Fellows’ views. In Jackson, N., Oliver, M., Malcom, S., & Wisdom, J. (Eds.), Developing creativity in higher education (pp. 94-108). London: Routledge
Guerra, M., & Villa, F. V. (2019). Exploration as a dynamic research-education strategy for creativity in schools. In Beghetto, R. A. & Corazza, G. E. (Eds.), Dynamic Perspectives on Creativity (pp. 101-116). Cham: Springer.
Guilford, J. P. (1950). Creativity. American psychologist, 5 (9), 444-454.
Hennessey, B. A., & Amabile, T. (2010). Creativity. Annual Review of Psychology, 61, 569-598.
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2011). Creative approaches to problem solving: A framework for innovation and change (3ºed.). Thousand Oaks, CA: Sage Publications.
Isaksen, S. G. & Treffinger, D. J. (2004). Celebrating 50 years of reflective practice: Versions of creative problem solving. Journal of Creative Behavior, 38 (2), 75-101.
Kaufman, J. C. (2016). Creativity 101. New York: Springer.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13 (1), 1-12.
Kim, K. H. (2019). Desmystifying creativity: What creativity isn’t and is? Roeper Review, 41 (2), 119-128.
Kim, K. H. (2005). Can only intelligent people be creative? Journal of Secondary Gifted Education, 16(2/3), 57-66.
Lubart, T. I. (2018). Creativity through the seven cs. The nature of human creativity. In Sternberg, R. J. & Kaufman, J. C. (Eds.), The nature of human creativity
(pp. 134-145). Cambridge: Press of the University of Cambridge.
Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal of Talent Development and Creativity, 1 (2), 41-51.
Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18 (4), 435-446.
Martindale, C. (1989) Personality, situation and creativity. In Glover J. A., Ronning R. R., & Reynolds C. R. (Eds.), Handbook of Creativity. Perspectives on Individual Differences (pp. 211-232). Boston, MA: Springer.
Micklus, C. S., & Micklus, C. (1987). Odyssey of the Mind program handbook: Instructional manual for teams and coaches. Glassboro, NJ: Odyssey of the Mind.
Micklus, C., & Micklus, C. S. (1994). Odyssey of the Mind school program handbook. Glassboro, NJ: Odyssey of the Mind.
Mumford, M. D. (2003).Where have we been? Where we go? Taking stock in the investigation of creativity. Creativity Research Magazine, 15 (2-3), 107-120.
Nakano, T. C. (2012). Criatividade e Inteligência em Crianças: Habilidades Relacionadas? Psicologia: Teoria e Pesquisa, 28 (2),149-159
Nakano, T. C., & Wechsler, S. M. (2018). Creativity and innovation: Skills for the 21st Century. Estudos de Psicologia (Campinas), 35 (3), 237-246.
Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes and the use of strategy in divergent thinking. Intelligence, 39 (1), 36-45.
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au/10707/452200
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Parnes, S. J. (1967). Creative behavior workbook. New York: Scribner.
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Richardson, C., & Mishra, P. (2018). Learning environments that support student creativity: Developing the SCALE. Skills of thought and creativity, 27, 45-54.
Rigo, D. Y. y Donolo, D. (2017). El valor de utilidad de los contenidos escolares. Percepciones de los estudiantes de nivel primario. Psicodebate, 17 (1), 51-69.
Romo, M. (2012). Educational creativity: selected research. In Fundación Botín (Ed.), Good Morning Creativity: Awakening human potential through education (pp. 69-86).
Santander: Fundación Botín.
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Runco, M., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 21, 92-96.
Scope, E.E. (1998). A meta-analysis of research on creativity: The effects of instructional variables (doctoral thesis dissertation). Fordham University: New York.
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16 (4), 361-388.
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Investigação e Prática, 1, 17-32.
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Beghetto, R. A. (2017). Legacy projects: help young people respond productively to the challenges of a changing world. Roeper Review, 39 (3), 187-190.
Beghetto, R. A. (2016). Creative openings in the social interactions of teaching. Creativity. Theories - Research-Applications, 3 (2), 261-273.
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25 (1), 53-69.
Beghetto, R.A., & Kaufman, J.C. (2011). Teach for creativity with disciplined improvisation. In Sawyer, R. K. (Ed.), Structure and improvisation in creative teaching (pp. 94-109). Cambridge, MA: Cambridge University Press.
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1 (2), 73-79.
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Bernstein, M. R., & Bernstein, R. R. (2006). Imaginary worldplay in childhood and maturity and its impact on adult creativity. Creativity Research Journal, 18 (4), 405-425.
Betancourt, J. y Valadez, M. (2012). Cómo propiciar el talento y la creatividad en la escuela. México, DF: El Manual Moderno.
Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
Braga, N. P., & Fleith, D. S. (2018). Relação criatividade, professor e educação superior: Revisão de literatura. Psicologia, Educação e Cultura, 22 (1), 170-185.
Carvalho, T. de C. M. de (2019). Desenvolvimento da criatividade: Adaptação do programa Odisseia-I para alunos brasileiros do ensino fundamental (tese de doutoramento). Universidade do Minho, Braga.
Chen, C., Himsel, A., Kasof, J., Greenberger, E. y Dmitrieva, J. (2006). Creatividad sin límites: evidencia de la generalidad del dominio de las diferencias individuales en la creatividad. Journal of Creative Behavior, 40 (3), 179-199.
Craft, A. (2007). Creativity and possibility in the first years. London: Reflections of TACTYC. Cramond, B. (2009). Future Problem Solving in gifted education. In Shavinna, L. (Ed.), Handbook on Giftedness (Part 2, pp. 1143-1156). New York: Springer.
Cropley, A. J. (2009). The antipathy of teachers towards creative students: some implications for teacher training. Baltic Journal of Psychology, 10, 86-93.
Cropley, D. H. (2015). Promote creativity and innovation in engineering education. Psychology of Aesthetics, Creativity, and the Arts, 9 (2), 161-171.
Davies, N. B., Krebs, J. R., & West, S. A. (2012). An introduction to the ecology of behavior. New Jersey: John Wiley & Sons.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., y Howe, A. (2013). Entornos de aprendizaje creativo en la educación: una revisión sistemática de la literatura. Capacidad de Pensar y Creatividad, 8, 80-91.
Dempster, T., Hocking, I., Vernon, D., & Snyder, H. (2017). Enhancing Creative Problem Solving and Creative Self-Efficacy: A Preliminary Study. Creativity Research Journal, 18, 435-446.
Fairweather, E., & Cramond, B. (2010). Infusing creative and critical thinking into the curriculum together. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing Creativity in the Classroom (pp. 113-141). New York: Cambridge University Press.
Feist, G. J. (2006) The Psychology of Science and the Origins of the Scientific Mind. New Haven: Yale University Press.
Fleith, D. S. (2016). Creativity, motivation to learn, family environment, and giftedness: A comparative study. Psicologia: Teoria e Pesquisa, 32, 1-9.
Fleith, D. S. (2011). Creativity in Brazilian culture. Readings in Psychology and Culture, 4 (pp. 3-20). Retrieved from https://10.9707/2307-0919.1037.
Freiria, J. E. (2004). Pensamiento Creativo, Instrumento Cognitivo. Buenos Aires: Departamento de Humanidades, CBC UBA-Proyecto Editorial.
Fryer, M. (2006). Facilitating creativity in higher education: A brief account of National Teaching Fellows’ views. In Jackson, N., Oliver, M., Malcom, S., & Wisdom, J. (Eds.), Developing creativity in higher education (pp. 94-108). London: Routledge
Guerra, M., & Villa, F. V. (2019). Exploration as a dynamic research-education strategy for creativity in schools. In Beghetto, R. A. & Corazza, G. E. (Eds.), Dynamic Perspectives on Creativity (pp. 101-116). Cham: Springer.
Guilford, J. P. (1950). Creativity. American psychologist, 5 (9), 444-454.
Hennessey, B. A., & Amabile, T. (2010). Creativity. Annual Review of Psychology, 61, 569-598.
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2011). Creative approaches to problem solving: A framework for innovation and change (3ºed.). Thousand Oaks, CA: Sage Publications.
Isaksen, S. G. & Treffinger, D. J. (2004). Celebrating 50 years of reflective practice: Versions of creative problem solving. Journal of Creative Behavior, 38 (2), 75-101.
Kaufman, J. C. (2016). Creativity 101. New York: Springer.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13 (1), 1-12.
Kim, K. H. (2019). Desmystifying creativity: What creativity isn’t and is? Roeper Review, 41 (2), 119-128.
Kim, K. H. (2005). Can only intelligent people be creative? Journal of Secondary Gifted Education, 16(2/3), 57-66.
Lubart, T. I. (2018). Creativity through the seven cs. The nature of human creativity. In Sternberg, R. J. & Kaufman, J. C. (Eds.), The nature of human creativity
(pp. 134-145). Cambridge: Press of the University of Cambridge.
Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal of Talent Development and Creativity, 1 (2), 41-51.
Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18 (4), 435-446.
Martindale, C. (1989) Personality, situation and creativity. In Glover J. A., Ronning R. R., & Reynolds C. R. (Eds.), Handbook of Creativity. Perspectives on Individual Differences (pp. 211-232). Boston, MA: Springer.
Micklus, C. S., & Micklus, C. (1987). Odyssey of the Mind program handbook: Instructional manual for teams and coaches. Glassboro, NJ: Odyssey of the Mind.
Micklus, C., & Micklus, C. S. (1994). Odyssey of the Mind school program handbook. Glassboro, NJ: Odyssey of the Mind.
Mumford, M. D. (2003).Where have we been? Where we go? Taking stock in the investigation of creativity. Creativity Research Magazine, 15 (2-3), 107-120.
Nakano, T. C. (2012). Criatividade e Inteligência em Crianças: Habilidades Relacionadas? Psicologia: Teoria e Pesquisa, 28 (2),149-159
Nakano, T. C., & Wechsler, S. M. (2018). Creativity and innovation: Skills for the 21st Century. Estudos de Psicologia (Campinas), 35 (3), 237-246.
Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes and the use of strategy in divergent thinking. Intelligence, 39 (1), 36-45.
Organisation for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD. Recuperado de http://hdl.voced.edu.
au/10707/452200
Osborn, A. F. (1963). Applied Imagination: Principles and procedures of creative thinking (3ºed.). New York: Children of Charles Scribner.
Parnes, S. J. (1967). Creative behavior workbook. New York: Scribner.
Renzulli, J. S. (2017). Developing creativity across all areas of the curriculum. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing creativity in the classroom (pp. 23-44). New York, NY: Cambridge University Press.
Renzulli, J. S. (1973). The potential of talent in students of minority groups. Exceptional children, 39 (6), 437-444.
Renzulli, J. S. (1986). The three-ring conception of giftedness: a developmental model for creative productivity. In: Sternberg, R. J., Davidson, J. E. (Eds.). Conceptions of giftedness (pp. 53-92). New York: Cambridge University Press.
Richardson, C., & Mishra, P. (2018). Learning environments that support student creativity: Developing the SCALE. Skills of thought and creativity, 27, 45-54.
Rigo, D. Y. y Donolo, D. (2017). El valor de utilidad de los contenidos escolares. Percepciones de los estudiantes de nivel primario. Psicodebate, 17 (1), 51-69.
Romo, M. (2012). Educational creativity: selected research. In Fundación Botín (Ed.), Good Morning Creativity: Awakening human potential through education (pp. 69-86).
Santander: Fundación Botín.
Runco, M. A. (2007). To understand is to create: An epistemological perspective on human nature and personal creativity. In R. Richards (Ed.), Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives (pp. 91-107). Washington: American Psychological Association
Runco, M., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 21, 92-96.
Scope, E.E. (1998). A meta-analysis of research on creativity: The effects of instructional variables (doctoral thesis dissertation). Fordham University: New York.
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16 (4), 361-388.
Seeling, T. (2011). In Genious: A Crash Course on Creativity. New York, NY: Harper Collins.
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