A criatividade na pr?tica pedag?gica de professores de M?sica atuantes na rede de educa??o b?sica de Natal/RN

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A presente pesquisa teve como objetivo compreender as concep??es e pr?ticas que caracterizam a a??o pedag?gica de professores que tem a criatividade como processo e objetivo de sua proposta de educa??o musical dentro do contexto escolar da cidade do Natal/RN. As reflex?es que nortearam a investiga??o est?o fundamentadas em autores que abordam os aspectos referentes ? criatividade em geral, o indiv?duo criativo, o processo de cria??o (NACHMANOVICTH, 1993; GARDNER, 1996) ? incluindo o processo criativo musical ?, as motiva??es envolvidas nesse processo (REEVE, 2006), e a forma??o e atua??o pedag?gica do professor criativo (ABRAH?O, 2015; SCHAFER, 1991). As concep??es constru?das a partir da fundamenta??o te?rica baseiam-se na ideia de que, para criar, o indiv?duo necessita ter o dom?nio sobre os elementos a serem usados na cria??o, assim como a viv?ncia de experi?ncias que lhe subsidiam na a??o de gerar novos produtos, e o conhecimento sobre o processo criativo, que lhe permite persistir na trajet?ria at? que chegue ao produto final. Sobre a quest?o pedag?gico-musical especificamente, as ideias que fundamentam a investiga??o s?o aquelas que tratam a criatividade como um elemento fundamental para o exerc?cio da profiss?o. O m?todo de pesquisa escolhido foi o estudo de caso, utilizando como ferramentas de coleta de dados o question?rio, a observa??o direta e a entrevista semiestruturada. A an?lise dos dados se deu, primeiramente, de forma quantitativa e qualitativa, quando analisadas as respostas colhidas a partir do question?rio. Posteriormente, a abordagem qualitativa se sobrep?s na an?lise das etapas seguintes, quando os dados foram organizados em tr?s categorias: 1. As concep??es dos professores; 2. As caracter?sticas dos professores; e 3. As pr?ticas criativas realizadas. Os resultados apresentam alguns fatores relevantes sobre o processo criativo do professor, a fim de possibilitar a reflex?o de que todos possuem a condi??o e a possibilidade de criar, desde que se permita e possua o conhecimento sobre o processo criativo (NACHMANOVICTH, 1993). Al?m disso, as reflex?es realizadas a partir da rela??o entre a abordagem dos autores te?ricos e os dados emp?ricos coletados, visam promover uma inquieta??o no que tange a forma??o inicial dos educadores musicais, e a sua posterior atua??o pedag?gica.
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 (ABRAH?O, 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.