The teaching action in graduate cultural historical perspective: creativity in focus

Abstract

This article presents reflections on the unfolding of the pedagogical strategies promoted in teacher action with a college graduate. The focus of the discussions was the development of creative processes and your relationship with learning; the emphasis, in this discussion, was given to the students' subjectivity in order to promote new proposals of academic engagement. Are presented experiences of creative works performed in a strict sense graduate course, which are based on qualitative and Epistemology in the theory of Subjectivity in the cultural-historical perspective. Stands out, therefore, the discussion of theoretical productions that we can apprehend this process, recognizing the need to deploy training proposals enabling the emergence of teacher as active subject. Consists, therefore, in bringing in this space, the reflections regarding the essential creativity to promote actions and relationships that aim to overcome the reprodutivistas practices, in higher education, which reduce the learning instrumental acts.