Contribuições da criatividade para a dificuldade de ensinar: uma revisão da literatura à luz da psicanálise
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Data
2011-09-30
Autores
Teixeira, Luzia Helena das Neves [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como objeto de estudo a relação entre a dificuldade de ensinar e a criatividade, tendo como referencial teórico a psicanálise nas contribuições de Sigmund Freud e Donald Winnicott. O objetivo geral é compreender como as pesquisas que se utilizam do referencial psicanalítico presentes no Banco de Teses e Dissertações da CAPES, entre os anos de 1999 e 2009, abordam a dificuldade de ensinar e a sua relação com a criatividade. A partir desse objetivo algumas questões de pesquisa foram formuladas: a produção científica de programas de pós-graduação tem valorizado a pesquisa sobre criatividade? Quais as interfaces do campo educacional estão associadas, nos trabalhos pesquisados, com o tema criatividade? A literatura psicanalítica já relacionou dificuldade de ensinar e criatividade? Como o referencial psicanalítico tem sido utilizado nas pesquisas sobre educação? De posse do objetivo e das questões de pesquisa a hipótese delineada foi a de que as teses e dissertações pesquisadas estariam mais preocupadas em diagnosticar o mal-estar docente (e a dificuldade de ensinar) sem apresentar soluções ou saídas para a problemática educacional. Para que essa hipótese fosse investigada de acordo com o objetivo proposto utilizou-se a metodologia de revisão da literatura. Assim, o presente trabalho justifica a sua relevância científica na possibilidade de criar bases mais sólidas para as posteriores pesquisas que desejem buscar empiricamente a relação proposta entre dificuldades de ensinar e a criatividade, à luz da psicanálise. A leitura dos resumos eleitos proporcionou a organização deles em oito categorias, dessas escolheu-se para análise três, em que as pesquisas foram lidas na íntegra. A leitura e análise dos trabalhos indicaram que o professor idealiza seu ofício, não conseguindo...
The purpose of this study is to analyze the relationship between creativity and the difficulty of teaching. The theoretical reference used was psychoanalysis, through the contributions of Sigmund Freud and Donald Winnicott. The overall objective of this work is to understand how research which uses the psychoanalytical references, found in the Bank of Theses and Dissertations of CAPES between the years 1999 and 2009, has addressed the difficulty of teaching and its relationship with creativity. After defined the objective of the study some questions were posed: has the scientific production of post-graduation programs valued the research on creativity? In the studies assessed, which aspects of education are associated to creativity? How has the psychoanalytical reference been used in research on education? Results suggest the hypothesis that the theses and dissertations assessed were more concerned about diagnosing the discomfort of teachers (and the difficult in teaching) without prsenting solutions to the educational problem. In order to investigate this hypothesis literature review methodology was used. Thus, the present study justifies its scientific relevance in the possibility to create more solid ground for further research which seek to obtain, empirically, the relation between teaching and creativity, through the psychoanalytical reference. The selected abstracts were divided into eight categories, from which three studies were chosen to be analysed in depth. Literature analysis indicated that the teacher idealizes his work and because of that can't deal with the difficulties inherent to teaching. Studies point out that it is important that teachers re-signify their relationship with teaching because in doing so they can better understand that their personal life histories interfere in the way they teach. The... (Complete abstract click electronic access below)
The purpose of this study is to analyze the relationship between creativity and the difficulty of teaching. The theoretical reference used was psychoanalysis, through the contributions of Sigmund Freud and Donald Winnicott. The overall objective of this work is to understand how research which uses the psychoanalytical references, found in the Bank of Theses and Dissertations of CAPES between the years 1999 and 2009, has addressed the difficulty of teaching and its relationship with creativity. After defined the objective of the study some questions were posed: has the scientific production of post-graduation programs valued the research on creativity? In the studies assessed, which aspects of education are associated to creativity? How has the psychoanalytical reference been used in research on education? Results suggest the hypothesis that the theses and dissertations assessed were more concerned about diagnosing the discomfort of teachers (and the difficult in teaching) without prsenting solutions to the educational problem. In order to investigate this hypothesis literature review methodology was used. Thus, the present study justifies its scientific relevance in the possibility to create more solid ground for further research which seek to obtain, empirically, the relation between teaching and creativity, through the psychoanalytical reference. The selected abstracts were divided into eight categories, from which three studies were chosen to be analysed in depth. Literature analysis indicated that the teacher idealizes his work and because of that can't deal with the difficulties inherent to teaching. Studies point out that it is important that teachers re-signify their relationship with teaching because in doing so they can better understand that their personal life histories interfere in the way they teach. The... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Psicanalise, Criatividade, Psychoanalysis, Education
Como citar
TEIXEIRA, Luzia Helena das Neves. Contribuições da criatividade para a dificuldade de ensinar: uma revisão da literatura à luz da psicanálise. 2011. 131 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2011.