Visualização e criatividade na formação profissional de especialistas orientados para a comunicação

Autores

DOI:

https://doi.org/10.22633/rpge.v27i00.17586

Palavras-chave:

Criatividade, Visualização, Atividades criativas, Ensino superior

Resumo

O artigo é dedicado ao estudo da aplicação da visualização no ensino aos estudantes das disciplinas "Psicologia da Comunicação de Massa", "Design Criativo em Publicidade e Relações Públicas" e treinamento "Métodos para Ativação de Habilidades Criativas" na preparação de especialistas em relações públicas, publicidade e comunicação de mídia na Universidade Federal de Kazan (Região do Volga). O objetivo principal deste estudo é introduzir a visualização como uma ferramenta de apoio metodológico no processo educacional para a formação de um ambiente criativo entre os estudantes. O método de observação incluído no processo educacional foi utilizado na pesquisa, e exemplos de tarefas para trabalhos em grupo e em sala de aula criativa foram desenvolvidos. Os resultados mostraram que a maioria dos estudantes usa esquemas familiares, estruturais e lógicos ao visualizar a resposta e raramente aplica formas não padronizadas de reflexão de informação. Isto serviu como um gatilho para desenvolvermos tarefas e técnicas estimulando o pensamento figurativo nos alunos. Os dados obtidos podem ajudar no estudo posterior da introdução da visualização no processo educacional e levar à revisão ou reformatação dos currículos e a um aumento das tarefas criativas.

Downloads

Não há dados estatísticos.

Biografia do Autor

Tatyana Sidelnikova , Kazan Federal University (KPFU), Kazan – Russia

Doctor of Pedagogical Sciences, Professor in Department of Public Relations and Applied Political Science.

Irina Porfireva, Kazan Federal University (KPFU), Kazan – Russia

Political Sciences PhD, Senior Lecturer in Department of Public Relations and Applied Political Science.

Referências

ACAR, S.; BURNETT, C.; CABRA, J. Ingredients of creativity: Originality and more. Creativity Research Journal, v. 29, n. 2, p. 133–144, 2017. DOI: 10.1080/10400419.2017.1302776

BEGHETTO, R. A. On creative thinking in education: eight questions, eight answers. Future EDge, v. 1, p. 48-71, 2020. Available at: https://education.nsw.gov.au/teaching-and-learning/education-for-a-changing-world/future-edge/future-edge-issue-1 Access on: 1 Nov. 2022.

CHAN, H.-Y. et al. Relation Between Interactive Learning and Prior Knowledge: Insights from a General Education Program of Science and Humanities. The Journal of General Education, v. 66, n. 3-4, p. 136–165, 2019. DOI: 10.5325/jgeneeduc.66.3-4.0136

DONSKIKH, O. A. Moral and ideological consequences of pandemic. The Beacon: Journal for Studying Ideologies and Mental Dimensions, v. 3, 020510125, 2020. DOI: 10.55269/thebeacon.3.020510125

DOYLE, C. L. Speaking of creativity: Frameworks, models, and meanings. In: MULLEN, C.; Creativity theory and action in education. Creativity under duress in education? Resistive theories, practices, and actions. Cham: Springer, 2019. v. 3, p. 41-62. DOI: 10.1007/978-3-319-90272-2_3

GILSON, L. L.; LITCHFIELD, R. C. Idea collections: A link between creativity and innovation. Innovation, v. 19, n. 80–85, 2017. DOI: 10.1080/14479338.2016.1270765

GLĂVEANU, V. P. et al. Advancing creativity theory and research: A socio-cultural manifesto. The Journal of Creative Behavior, v. 54, n. 3, p. 741–745, 2020. DOI: 10.1002/jocb.395

GROMAN, J. Considering the Long-Term Transformative Impact of Creativity Training on the Work and Lives of Teachers. Journal of Advanced Academics, v. 33, n. 1, p. 43–68, 2022. DOI: 10.1177/1932202X211036348

GRUSZKA, A.; TANG, M. The 4P’s creativity model and its application in different fields. In: TANG, M.; WERNER, C. H. (Eds.), Handbook of the management of creativity and innovation: Theory and practice. Singapore: World Scientific, 2017. p. 51–71. DOI: 10.1142/9789813141889_0003

HARMS, M.; KENNEL, V.; REITER-PALMON, R. Team creativity: Cognitive processes underlying problem solving. In: REITER-PALMON, R. Team creativity and innovation. Oxford: Oxford University Press, 2017. p. 61–86. DOI: 10.1093/oso/9780190222093.003.0004

JAHNKE, I.; HAERTEL, T.; WILDT, J. Teachers’ conceptions of student creativity in higher education. Innovations in Education and Teaching International, v. 54, n. 87–95, 2017. DOI: 10.1080/14703297.2015.1088396

KATZ-BUONINCONTRO, J.; PERIGNAT, E.; HASS, R.W. Conflicted epistemic beliefs about teaching for creativity. Thinking Skills and Creativity, v. 36, art. 100651, 2020. DOI: 10.1016/j.tsc.2020.100651

KIM, C. Measures to improve curriculum through analysis of the recognition and demand of education college students on creativity convergence education. International Journal of Advanced and Applied Sciences, v. 9, n. 4, p. 62-70, 2022. DOI: 10.21833/ijaas.2022.04.008

LEE, L. E., MEYER M. S., CRUTCHFIELD K. Gifted classroom environments and the creative process: A systematic review. Journal for the Education of the Gifted, v. 44, n. 2, p. 107–148, 2021. DOI: 10.1177/01623532211001450

LUBART, T. Creativity across the seven Cs. In: STERNBERG, R. J.; KAUFMAN, J. C., The nature of human creativity. Cambridge University Press: Cambridge, 2018. p. 134–146. DOI: 10.1017/9781108185936.012

MCLEAN, N. et al. Understanding creativity inprimary English, science, and history. The Australian Educational Researcher, p. 1–20, 2021. DOI: 10.1007/s13384-021-00501-4

MOSKOVKIN, V. M. Do we need a Great Reset? COVID-19, Black Revolution, Inequality and Common Good. The Beacon: Journal for Studying Ideologies and Mental Dimensions, v. 3, 011310115, 2020. DOI: 10.55269/thebeacon.3.011310115

PATSTON, T. J. et al. What Is Creativity in Education? A Qualitative Study of International Curricula. Journal of Advanced Academics, v. 32, n. 2, p. 207–230, 2021. DOI: 10.1177/1932202X20978356

PEAIRS, K. F. et al. Leader of the Pack: Academic Giftedness and Leadership in Early Adolescence. Journal of Advanced Academics, v. 30, n. 4, p. 416–440, 2019. DOI: 10.1177/1932202X19847667

RICHARDSON, C.; MISHRA, P. Learning environments that support student creativity: Developing the SCALE. Thinking Skills and Creativity, v. 27, p. 45–54, 2018. DOI: 10.1016/j.tsc.2017.11.004

RUBENSTEIN, L. D. et al. How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective. Teaching and Teacher Education, v. 70, p. 100–110, 2018. DOI: 10.1016/j.tate.2017.11.012

RUNCO, M. A.; ACAR, S.; CAYIRDAG, N. A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, v. 24, p. 242–249, 2017. DOI: 10.1016/j.tsc.2017.04.003

SAID-METWALY, S.; VAN DEN NOORTGATE, W.; KYNDT, E. Approaches to measuring creativity: a systematic literature review. Creativity. Theories – Research – Applications, v. 4, n. 2, p. 238- 275, 2017. DOI: 10.1515/ctra-2017-0013

SAWYER, R. K. An interdisciplinary study of group creativity. In: STERNBERG, R. J.; KAUFMAN, J. C., The nature of human creativity. Cambridge: Cambridge University Press, 2018. p. 280–290. Available at: https://psycnet.apa.org/doi/10.1207/s15326934crj1101_2 Access on: 1 Nov. 2022

SCHEJBAL, D. General Education Reconsidered. The Journal of General Education, v. 66, n. 3-4, p. 217–234, 2019. DOI: 10.5325/jgeneeduc.66.3-4.0217

SIDELNIKOVA, Т. Т. "Here's an idea!": issues of theory and practice of activating creative abilities of students of communication-oriented specialties. Kazan: Kazan University Press, 2022.

SIDELNIKOVA, Т. Т. Innovations in teaching social and humanitarian disciplines. Issues of Theory and Practice on the Example of "Political Science" Course. Kazan: Center for Innovative Technologies, 2009.

SPOON, R.; RUBENSTEIN, L. D.; TERWILLEGAR, S. R. Team effectiveness in creative problem solving: Examining the role of students’ motivational beliefs and task analyses in team performance. Thinking Skills and Creativity, v. 40, art. 100792, 2021. DOI: 10.1016/j.tsc.2021.100792

STOPPEL, H.; CZARNOCHA, B. Creativity, Aha! Moments and teaching-research. In: KAISER, G. Proceedings of the 13th International Congress on Mathematical Education. Cham: Springer, 2017. p. 689-690. DOI: 10.1007/978-3-319-62597-3_108

TELFER, J.; OLIVER, M. Can Research-Based Education Be a Tool to Help Students Prepare for the World of Work? In: TONG V. C. H.; STANDEN, A.; SOTIRIOU, M. Shaping Higher Education with Students. Ways to Connect Research and Teaching. UCL Press: London, 2018. p. 244–255. DOI: 10.2307/j.ctt21c4tcm.37

UCUS, S. Exploring creativity in social studies education for elementary grades: Teachers’ opinions andinterpretations. Journal of Education and Learning, v. 7, n. 2, p. 111-125, 2017. DOI: 10.5539/jel.v7n2p111

VINCENT-LANCRIN, S. Assessing Progression in Creativity and Critical Thinking Skills. OECD, 2017. Available at: https://www.slideshare.net/OECDEDU/assessing-progression-in-creativity-and-critical-thinking-skills-by-stphan-vincentlancrin-oecd Access on: 1 Nov. 2022

VINCENT-LANCRIN, S. et al. Fostering Students’ Creativity and Critical Thinking: What It Means in School. Paris: OECD Publishing, 2019.

WALES, P. Creativity and Democrasy in Education: Practices and Politics of Learning through the Arts, by Jeff Adams and Allan Owens. Pedagogies: An International Journal, v. 12, n. 4, p. 413-415, 2017. DOI: 10.1080/1554480X.2017.1383005

ZHOU, X.; TIAN, L. An Empirical Study on the Satisfaction of Students in the Cultivation of Innovative Talents: Take E-Marketing Course as an Example. Journal ofCoastal Research, v. 93, p. 866–869, 2019. DOI: 10.2112/SI93-123.1

Publicado

01/01/2023

Como Citar

SIDELNIKOVA , T.; PORFIREVA, I. Visualização e criatividade na formação profissional de especialistas orientados para a comunicação. Revista on line de Política e Gestão Educacional, Araraquara, v. 27, n. 00, p. e023002, 2023. DOI: 10.22633/rpge.v27i00.17586. Disponível em: https://periodicos.fclar.unesp.br/rpge/article/view/17586. Acesso em: 21 nov. 2024.

Edição

Seção

Relatos de Pesquisa

Artigos Semelhantes

Você também pode iniciar uma pesquisa avançada por similaridade para este artigo.