Sentidos da criatividade na experiência escolar de jovens do Ensino Médio

Abstract

This thesis aims to understand what extent the school experience built by Young high school students relates to their creative processes and their manifestations of creativity in everyday life. In order to do so, it performs a qualitative research of a socio-historical approach, considering the human being constituted within the social relation, of a social configuration that precedes the personal appropriation, but which is fed and affected by it, in a Constant dialogical process. Semi-structured, in-depth and recurrent interviews, elaboration of inventory of uses of time and creativity, and informal conversations in class intervals are carried out, with seven young high school seniors (four girls and three boys) from a state public school in Alagoas, in the city of Maceió, that volunteered after exposing the terms of the research and invitation, by the researcher, to all the young people included in this condition of the morning shift of that school, of the 2016 and 2017 school years. The narratives produced constitute a channel of communication of meanings and source of interpretation of the dimensions of the experience itself in everyday life. The social experience is understood as a way of designating the social behaviors of the people, organized by heterogeneous principles and produced from the combination of different logics of action; the youth as a social category, defined from the relationships established socially and historically, and, as presented in Brazil, crossed by schooling as a reality and as a parameter for analyzing its situation; the everyday as the social spaces where the young people live, move and express their creative processes and their creativity, spaces that help create, affecting them and being affected; creativity as something proper to human activity, immersed in the socio-historical context, understood as part of the mechanism that involves learning and development, processing, adaptation and overcoming of the things that present themselves in human existence; and school experience as the way in which individual or collective actors combine several logics of action that structure the school world. The Young people interviewed consider themselves creative, not only because they are young, but also because they carry out specific and occasional things of the most different orders and requalify the existing ones. The idea of creativity is marked by three principles (bold and courageous action, integration into daily living that produces a novelty, and the result of na effort not being innate), as well as the importance of school experience in the general process of their development, but not directly from what the school proposes to teach. Thus, from the experiences and how the school corresponded to the expectations in relation to the creativity, they developed their school experience integrating different logics of the action - integration, strategy, subjectivation - establishing school images corresponding to these expectations, and opening different spaces for the creation, developed networks with the participation of the school, but with protagonism of other spaces. Such networks do not mean success or failure in terms of the types of action linked to creative expressions, but the strengthening in these spaces of the set of alternatives that young people use. In addition, they give the school a sense of correspondence with the present through the different connections they make in their trajectories. The school experience of each of the young people, therefore, is linked to their processes of creation and manifestations of creativity in everyday life as they connect and integrate through the network of spaces that is established in the youth experience of each one.