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A avaliação do pensamento divergente em docentes e não docentes: um estudo exploratório comparativo na Região Autónoma da Madeira
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Atualmente, o conceito de criatividade tem sido objeto de um crescente interesse pela comunidade científica. Trata-se de um fenómeno importante para o progresso da sociedade e promove o sucesso educativo dos alunos. O papel da escola é, fundamentalmente, estimular os aspetos criativos dos alunos adotando metodologias de ensino atrativas promovendo o seu desenvolvimento cognitivo, social e emocional. Contudo, existem poucos estudos a nível nacional e internacional que se foquem nas perceções dos docentes relativamente ao papel da criatividade na educação. A presente investigação tem como objetivo principal avaliar a criatividade verbal (pensamento divergente) em docentes e não docentes. Para o efeito, foi utilizada a Prova de Avaliação do Pensamento Divergente (PAPD). A amostra foi constituída por 51 sujeitos residentes no concelho do Funchal sendo 23 docentes e 28 não docentes, com as idades compreendidas entre 17 e os 77 anos, todos do sexo feminino. Os principais resultados mostram não existirem diferenças significativas entre os docentes e não docentes nas variáveis em estudo, ligadas ao pensamento divergente (fluência, flexibilidade, elaboração e originalidade) à exceção das questões 1 e 3 da dimensão elaboração e da questão 3 da dimensão fluência. Ou seja, apenas em 3 das 12 variáveis da PAPD, os docentes pontuam acima dos não docentes. Globalmente, conclui-se que ser docente não implica um nível mais elevado de criatividade verbal (pensamento divergente) relativamente às demais ocupações profissionais.
Nowadays, the concept of creativity has been the object of a growing interest by scientific community because it is an important phenomenon for the progress of society and promotes the educational success of the students. The role of the school is, fundamentally, to stimulate the creative aspects of the students adopting attractive teaching methodologies promoting their cognitive, social and emotional development. However, there are few national and international studies that focus on teachers' perceptions of the role of creativity in education. The present research has as main goal to evaluate verbal creativity in teachers and nonteachers. For this purpose, the questionnaire titled Divergent Thinking Assessment Test (PAPD) was used. The sample consisted of 51 individuals living in the municipality of Funchal, with 23 teachers and 28 non-teachers, aged between 17 and 77 years old, all females. The main results suggest that there are no significant differences between teachers and non-teachers in the variables of verbal creativity (divergent thinking). These differences were only significant in questions 1 and 3 of the Elaboration and question 3 of Fluency. Thus, only in 3 of 12 variables of PAPD teachers were better than non-teachers. Overall, we concluded that being a teacher does not imply a higher level of verbal creativity relative to other labor occupations.
Nowadays, the concept of creativity has been the object of a growing interest by scientific community because it is an important phenomenon for the progress of society and promotes the educational success of the students. The role of the school is, fundamentally, to stimulate the creative aspects of the students adopting attractive teaching methodologies promoting their cognitive, social and emotional development. However, there are few national and international studies that focus on teachers' perceptions of the role of creativity in education. The present research has as main goal to evaluate verbal creativity in teachers and nonteachers. For this purpose, the questionnaire titled Divergent Thinking Assessment Test (PAPD) was used. The sample consisted of 51 individuals living in the municipality of Funchal, with 23 teachers and 28 non-teachers, aged between 17 and 77 years old, all females. The main results suggest that there are no significant differences between teachers and non-teachers in the variables of verbal creativity (divergent thinking). These differences were only significant in questions 1 and 3 of the Elaboration and question 3 of Fluency. Thus, only in 3 of 12 variables of PAPD teachers were better than non-teachers. Overall, we concluded that being a teacher does not imply a higher level of verbal creativity relative to other labor occupations.
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Criatividade Pensamento divergente Docentes Não docentes Avaliação Creativity Divergent thinking Teacher Non-teacher Assessment Madeira (Portugal) Psicologia da Educação . Faculdade de Artes e Humanidades