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Criatividade no Ensino Superior
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Abstract(s)
As abordagens mais recentes à criatividade dão conta que a expressão do comportamento criativo não se esgota no indivíduo, mas também elementos do ambiente em que este está inserido podem ter influência nessa expressão (Alencar & Fleith, 2003). A família, a escola, o ambiente de trabalho, e o contexto sociocultural são exemplos de agentes influentes no desenvolvimento do potencial criativo dos indivíduos (Runco, 2007). Contudo, a expressão criativa tem sido inibida, além de que os ambientes onde o individuo atua não fomentam a sua expressão. No contexto escolar, apesar do reconhecimento da sua importância, é onde se colocam provavelmente os maiores obstáculos à promoção da criatividade. As instituições escolares apresentam-se como meios muito estruturados e normativos, orientados por regras rígidas, onde se apela ao conformismo, à comparação, à competição imposta pelas medidas de avaliação, à pressão para o realismo e à falta de tempo e espaço para o desenvolvimento da curiosidade (Bahia & Nogueira, 2005; Lubart, 2007).
Posto isto, este estudo objetivou investigar as distintas modalidades de barreiras à expressão da criatividade pessoal de acordo com a perspetiva de estudantes universitários. Adicionalmente, pretendeu-se analisar eventuais diferenças na frequência das diversas modalidades de barreiras, tendo em conta variáveis como o género, o curso e o ano escolar. Participaram no estudo 129 estudantes (59,7% do género feminino, n=77 e 40,3% do género masculino, n=52), com uma média de idade de 21 anos (dp=3,13), que se encontravam a frequentar o 1º ou 3º ano dos cursos de licenciatura em Psicologia, Medicina e Design de Moda. Foi utilizada a versão portuguesa (em português europeu) do Inventário de Barreiras à Criatividade Pessoal (Morais, Almeida, Alencar & Fleith, 2014).
Os resultados encontrados permitem concluir que os estudantes destacam como principal barreira à sua criatividade pessoal a “Falta de tempo/Oportunidade”. Obtiveram-se diferenças estatisticamente significativas entre estudantes universitários do sexo masculino e feminino em “Repressão social” e “Motivação”, entre estudantes do 1º e 3º ano em “Inibição/Timidez” e “Repressão social”, e entre estudantes dos diferentes cursos em “Inibição/Timidez”, “Falta de tempo” e “Repressão social”. Os resultados apontam que os estudantes do Ensino Superior percecionam quer barreiras de ordem individual quer de ordem ambiental que inibem a sua criatividade pessoal.
The most recent approaches to creativity realize that the expression of creative behavior is not limited to individual, but also elements of the environment in which it is inserted may affect this expression (Alencar & Fleith, 2003). The family, school, work environment, and social/cultural context are examples of influential agents in the development of the creative potential of individuals (Runco, 2007). However creative expression has been inhibited and the environments in which the individual acts do not encourage their expression. In the school context despite the recognition of its importance, is where it probably pose the greatest obstacles to the promotion of creativity. School institutions are presented as very structured and regulatory means, guided by strict rules, calling on the conformism, comparison, competition imposed by the evaluation measures, pressure for realism and lack of time and space for curiosity development (Bahia & Nogueira, 2005; Lubart, 2007). This study aimed to investigate the different types of barriers to the expression of personal creativity according to the perspective of college students. Additionally, the aim was to analyze possible differences in the frequency of different types of barriers, taking into account variables such as gender, the course and the school year. 129 students participated in the study (59.7% of females, n=77 and 40.3% of males, n=52), with an average age of 21 years (SD=3.13), wich were attending the 1st or 3rd year of bachelor degree in Psychology, Medicine and Fashion Design. The portuguese version was used (in European portuguese) of the Inventory of Barriers to Personal Creativity – IBPC (Morais, Almeida, Alencar & Fleith, 2014). The results indicate that students stand out as the main barrier to their personal creativity “Lack of time/Opportunity”. Statistically significant differences were verified between college students male and female in “Social Repression” and “Motivation”, among students of 1st and 3rd year in “Inhibition/Shyness” and “Social Repression”, and between students of different courses in “Inhibition/Shyness”, “Lack of time” and “Social Repression”. The results show that students of higher education perceive individual and environmental barriers that inhibit their personal creativity.
The most recent approaches to creativity realize that the expression of creative behavior is not limited to individual, but also elements of the environment in which it is inserted may affect this expression (Alencar & Fleith, 2003). The family, school, work environment, and social/cultural context are examples of influential agents in the development of the creative potential of individuals (Runco, 2007). However creative expression has been inhibited and the environments in which the individual acts do not encourage their expression. In the school context despite the recognition of its importance, is where it probably pose the greatest obstacles to the promotion of creativity. School institutions are presented as very structured and regulatory means, guided by strict rules, calling on the conformism, comparison, competition imposed by the evaluation measures, pressure for realism and lack of time and space for curiosity development (Bahia & Nogueira, 2005; Lubart, 2007). This study aimed to investigate the different types of barriers to the expression of personal creativity according to the perspective of college students. Additionally, the aim was to analyze possible differences in the frequency of different types of barriers, taking into account variables such as gender, the course and the school year. 129 students participated in the study (59.7% of females, n=77 and 40.3% of males, n=52), with an average age of 21 years (SD=3.13), wich were attending the 1st or 3rd year of bachelor degree in Psychology, Medicine and Fashion Design. The portuguese version was used (in European portuguese) of the Inventory of Barriers to Personal Creativity – IBPC (Morais, Almeida, Alencar & Fleith, 2014). The results indicate that students stand out as the main barrier to their personal creativity “Lack of time/Opportunity”. Statistically significant differences were verified between college students male and female in “Social Repression” and “Motivation”, among students of 1st and 3rd year in “Inhibition/Shyness” and “Social Repression”, and between students of different courses in “Inhibition/Shyness”, “Lack of time” and “Social Repression”. The results show that students of higher education perceive individual and environmental barriers that inhibit their personal creativity.
Description
Keywords
Criatividade Ensino Superior Fatores Facilitadores e Inibidores