A criatividade na prática pedagógica de professores de Música atuantes na rede de educação básica de Natal/RN

Abstract

The present work had the purpose of understanding the conceptions and practices that characterizes the pedagogical action of teachers that has the creativity as a process and aim of their musical education proposal in Natal/RN school context. The reflections that guided us are based on authors who deal with aspects related to creativity in general, the creative individual, the creative process (NACHMANOVICTH, 1993; GARDNER, 1996) - including the creative musical process - the motivations involved in this process (REEVE, 2006), and the training and pedagogical performance of the creative teacher (ABRAHÃO, 2015; SCHAFER, 1991). Our concepts, built from the theoretical background, are based on the idea that, to create properly, the individual needs to have control over the elements to be used in creation, as well as the grasp of experiences that support him in the action of generating new products, and knowledge about the creative process, which allows it to persist in the path until it reaches the final product. On the pedagogical-musical question specifically, the ideas the investigation are based upon are those that treat the creativity as a basilar element for the exercise of the profession. The research method chosen was the case study, using as a data collection tool the questionnaire, direct observation and semi-structured interview. Data were analyzed first, in a quantitative and qualitative way, when the answers collected from the questionnaire were analyzed. Afterwards, the qualitative approach was set before in the analysis of the following stages, when the data were organized into three categories: 1. The conceptions of teachers; 2. The characteristics of teachers; and 3. The creative practices. The results present some relevant factors on the creative process of the teacher that allow us to reflect that all have the condition and the possibility of creating, if the knowledge about the creative process is endowed and permitted (NACHMANOVICTH, 1993). Furthermore, the reflections based on the relationship between the theoretical authors' approach and the empirical data collected, drive us to prosecute a concern about the initial formation of musical educators and their subsequent pedagogical performance.