Education and creativity in times of pandemic: possibilities of action in a non-traditional school
Abstract
This article presents an analysis of the development of children's creative potential in the learning processes of a school that adopts a collaborative teaching model. The research was conducted in the context of Emergency Remote Education during the Covid-19 pandemic. Understanding creativity as a psychological, social, and cultural process, processes of generation, evaluation, improvement, and adoption of ideas for problem-solving by students were investigated. The research is based on non-participant observation of virtual classes. The recording of such observations was approached based on the thematic analysis technique. It was possible to identify that problem-solving, collaboration, and collective knowledge construction permeate the development processes of students, as well as interact with cognitive and environmental factors that can be inhibitory or facilitative of creativity, depending on the performance of each one. It was concluded that even during the period of social isolation, in which virtual interaction was the main form of communication and class conduct, creativity could change the way individuals relate to the world, to others, and to themselves. Therefore, even with so many limitations, or precisely because of them, children could become more open to the new, overcome current difficulties, and prepare for future situations.
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