COLLECTIVE CREATIVE ACTIVITY: RESISTANCE UNIT OF TEACHING WORK

• Autor(a) principal: Azevedo, Maria Nizete
• Data de Publicação: 2022
• Outros Autores: Smolka, Ana Luiza Bustamante
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4480
• topic: imaginação e criação; trabalho docente; anos iniciais da escolarização; atividade criadora coletiva; relações de ensino; imagination and creation; teaching work; early years of schooling; collective creative activity,; teaching relationships; imaginación y creación; trabajo docente; primeros años de escolaridad,; actividad creadora colectiva; relaciones de enseñanza

Imaginative and creative processes of teachers in the initial years of schooling are analyzed in this work, in the light of the Historical-Cultural Theory, anchored, above all, in the concepts of social work in Marx and reproductive and creative activities in Vygotsky and his interlocutors. An attempt was made to answer the question: in the teaching activity, which elements speak of imaginative and creative processes? The research context encompasses the teaching work of teachers from a school involved in a collaborative university/school partnership project. The analysis of teaching activities, mediated by the unit of analysis collective creative activity, showed, on the one hand, the coexistence of reproductive and creative activities in teaching work: creative processes emanating from and between prescribed reproductive activities, constituting and constituting collective practices of resistance; on the other hand, an essentially collective creative act, interwoven by elements from the relationship between imagination and reality, emerge from the interrelationship between personal, professional, foreign and historical experiences, with strong emotional bonds. The collective was evidenced as a unit of resistance, in which the imagination of each subject is, at the same time, sustained by him and a source of collective creation. These results lead to the defense that collaborative actions between teachers invite them to the activity of imagination and creation, as the richness of the experience would not be promoted by isolated teaching work. After all, collective work and teaching authorship on this work, mediated by imagination, are pillars for the construction of teaching as a human activity, as praxis.