Contribuições do processo cognitivo da criatividade à formação crítica no contexto do curso de Licenciatura em Pedagogia da FACED-UFAM

Abstract

The study is titled "Contributions of the cognitive process of creativity to critical formation in the context of the Pedagogy Degree program at FACED-UFAM." In this scenario, creativity is approached from a critical perspective, as a catalyst for changes in the professional training process, considering the contemporary dynamics in the social, political, and educational domains. This demands a deeper reflection on the formation of creative critical subjects. The aim is to discuss the contributions of the cognitive process of creativity to the development of critical formation in the specific context of the Pedagogy Degree program at the Federal University of Amazonas, aiming for a broader historical and critical understanding of reality, based on the interpretation and analysis of texts (books, articles, dissertations, theses, and documentary sources). Thus, the methodological path outlined for this study assumes a qualitative approach, using Critical Hermeneutics as a method. The research is supported by bibliographic and documentary procedures, such as the analysis of the PPC of FACED-UFAM and legislative texts, decrees, and resolutions, as well as normative documents that play an important role in regulating and organizing the educational system. It is also grounded in theoretical approaches found in the works of Libâneo, Pimenta, Freire, Giroux, Alencar, Torre, among other authors who focus on analyzing the study of creativity from a critical perspective. The results indicate that there is a significant correlation between the weaknesses in the formation of critical, creative, and reflective thinking in the Pedagogy course and the constant (re)configurations of higher education. Structural changes, often driven by educational and economic policies, have directly affected the quality of teaching and learning processes. The increasing curricular standardization and the intensification of technological methodologies, although necessary, do not always promote integral formation. Moreover, the lack of encouragement for academic debate and the overload of technical disciplines limit the development of analytical skills, compromising the intellectual autonomy of future pedagogues. These conditions highlight the need for higher education to be more aligned with contemporary demands.