Meanings about the development of creativity: contributions to teacher training

Abstract

The article aims to understand the meanings attributed by preschool teachers to the development of creativity and how, based on these meanings, they plan pedagogical actions aimed at children. It is justified by the relevance of problematizing reductionist conceptions about the role of creativity in human development processes and contributing to the expansion of discussions on the topic in schools, improving teacher training processes at initial and continuing levels. The research, with a qualitative approach, collected data through interviews, whose analysis was carried out using the procedure of meaning cores, based on historical and dialectical materialism and the psychology of Lev Vygotsky and collaborators. The conclusions indicate divergences regarding the conception of creativity; point out congruence regarding material difficulties in working on the topic in schools; highlight the lack of discussions on the subject in initial training courses; and highlight training needs that integrate theory and practice, contributing to the development of creativity as a higher psychological function.