Como a tomada de perspetiva está subjacente ao pensamento criativo e à competência sócio-emocional na formação em pedagogia dramática
Palavras-chave:
Crianças, Criatividade, Drama, Inteligência emocional, Inteligência socialResumo
Os legisladores e estudiosos concordam que a criatividade e a competência socioemocional podem ser ensinadas, aprendidas e aprimoradas através das artes criativas, como o teatro. No entanto, poucos autores estudaram os processos subjacentes a ambas as construções na educação artística, o que permitiria compreender como as crianças as desenvolvem e, assim, recriar metodologias adaptadas. Assim, propõe-se, através deste estudo, observar um Treinamento de Pedagogia Teatral para crianças do ensino fundamental, avaliando no pensamento criativo e teoria da mente ds crianças. Tem por objetivo entender o pensamento prospectivo como um processo subjacente ao pensamento criativo e à teoria da mente no contexto do Treinamento da Pedagogia Teatral. Foi utilizado o método da abordagem mista: Projeto de pré-teste quase experimental. Análise de testes padronizados mais análise temática a partir da observação de 240 minutos de registro do Treinamento da Pedagogia Teatral. Os resultados demonstraram aumento do pensamento criativo com um forte efeito do Treinamento da Pedagogia Teatral sobre o pensamento divergente. As análises temáticas mostraram que as atividades do Treinamento da Pedagogia Teatral se concentram principalmente na competência socioemocional (ligada a teoria da mente). Conclui-se que o pensamento de perspectiva aparece como um processo subjacente que explica tanto o pensamento criativo quanto o desenvolvimento de competências socioemocionais, permitindo que a criança veja da perspectiva alheia, fornecendo várias ideias-soluções para um problema (pensamento criativo), assim como a compreensão das emoções e motivações alheias (teoria da mente).
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