Banca de DEFESA: Lorena Vieira da Silva Santos

FOSTERING CREATIVE MINDS, RESTLESS AND DESIREABLE SOULS: LEARNING CREATIVITY IN ADMINISTRATION

systemic creativity; practice theory; learning; photovoice; software Atlas.ti.

Considering the challenge of thinking about teaching creativity based on teaching pedagogies that collaborate with the development of knowledge about creativity, from a practical perspective, this dissertation aims to understand the process of learning creativity, observing how the knowledge acquired is applied, through the experience of activities by students, within the scope of the “Creativity and Innovation” discipline of the undergraduate course in administration, at the University of Brasília – UnB. The theme was analyzed in the light of references from Csikszentmihalyi's systemic creativity model, with regard to the components involved in the creative process and artistic creativity, as well as conceptual elements of the theory of practice and organizational aesthetics, with regard to the construction of knowledge – where doing and knowing are not separated. Documentary research was used in records of student reports from seven semesters of the discipline, developed in response to a script pre-established by the teacher. The findings were subjected to Bardin Content Analysis with the help of Atlas.ti2 software. It was found that the process of learning creativity in the context of the subject in question occurs through two main dimensions, namely experimentation and reflective practice on the part of students. Furthermore, it was observed how creativity develops as a social construction in which students add to their creative process the social and historical context in which they are inserted, the expression of their identity and the influence of debates with the group. Finally, experimentation, arts, lectures, feedback and collections of photographs created as part of an adaptation of the photovoice method as a teaching method were identified as the main methods of stimulating creativity. These findings contribute to the advancement of research regarding the teaching and learning of creativity, as it breaks with the utilitarian and technical character that permeates the aforementioned field in Administration by adopting artistic activities as a way of constructing and apprehending knowledge. Furthermore, it expands the possibilities of educational practices that collaborate with the development of students's creativity.