Formação, subjetividade e criatividade: elementos para a construção de uma escola inclusiva

Abstract

This research aimed to understand how a process of training can contribute to the Creative expression of professional education, aiming the inclusive education. For that, it was endorsed on the Theory of Subjectivity, developed in a historical-cultural perspective by González Rey, as well as the concept of creativity developed by Mitjáns Martinez, talking with other authors who discuss teacher and inclusive education. To do this work, it was developed an action research, as a strategy intervention, which was accomplished through a training course developed in a public school, in the city of Assu-RN, with three supervisors and two teachers, who work in specialized educational Services and they are crowded in the Resource Room Multifunction of that institution. To get the information, it was opted for Qualitative Epistemology, which guides the production of knowledge through constructive- interpretative analysis. For that, it was used written and unwritten Instruments. Information analysis revealed that not all the participants have developed Creative strategies for the realization of inclusive education as a result of their participation in the training course, although two of them had developed Creative alternatives rather significant. Our researches pointed out some aspects that contributed to these changes so that they were achieved. However, we believe that these changes - by itself - do not explain why some started to act more Creative than the others. Thus, it was found that creativity is an expression of subjectivity in their individual and social dimensions. It was found that these elements of social subjectivity in school, mostly, were inconsistent with the inclusive educational practices and impacted negatively to some participants. However, the ones who had expressed themselves more Creative, they had their own posture, active and intentional exercise, showing the condition of the subject, in opposition to those elements and trying to overcome them. It was also realized that the subjective elements were also involved in the Creative and non- creative expression of the participants. Therefore, it was found that a formation process can contribute to the Creative expression if it is considered the intervention of the personal dimension of the participants, boosting the development of subjective elements that favor, as well as the condition of the subject. This production shows reflections and contributions to the training of education professionals, for studies of creativity, for inclusive education and teaching practices, among other aspects on the educational school.