Didactic creativity

compass of non-hegemonic art/education

Abstract

The present article deals with didactic creativity, in a non-hegemonic way, as an aspect of the formation of future teachers of Basic Education, in disciplines of the Degree in Pedagogy. In contemporary education, creativity is a human potential that differentiates genuine teachers from those who execute tasks and repeat external orders. Reflecting on democracy, non-exclusive policies, becomes a determining factor in current teaching practice. Didactic creativity, necessary for professional life, is developed, then, from the initial formation of art teachers, it has a political and social dimension in educational practices. Among other authors who ground the conceptions worked on here are: Isabel Alarcão, Paulo Freire and Pilar Aznar Minguet. We intend to emphasize creativity in contemporary terms - involving the contents of the field of art - as the key to the learning of future teachers, in the fight against a merely transmissive education. Thus, teachers have the possibility of promoting authorship and creation in the learning acts of their students. We understand that at school there is learning when the student creates new knowledge for himself and reflects what he has learned in society.