The transdisciplinary character of creativity and lettering: perspectives in the light of complex thinking

Abstract

This paper shows the clipping of a doctorate research about the interactions in literacy practices in school context and aims increeasing the discussions about the transdisciplinary nature of these practices. It has a general objective was to analyze the pedagogical practices performed by Escola Sagrado Coração de Jesus, trying to understand the implications of the connection between teacher and student, in the interactions context of the literacy practices, in Portuguese language classes, under the perspective of creativity and complex thinking. In order to achieve the proposed objective, this study has anchored in the proposal of a thinking reform/ complex thinking (Morin, 2000, 2001, 2005), in transdisciplinarity (Nicolescu, 2001), in the creativity study (Torre, 2005), (Moraes, 2015). The other wires that we joined in this texture are linked to the school literacy practices, which path of investigation treads by the New Studies of Literacy (NSL), reasoned on Street (2014), Barton and Ivanic (2000) and Kleiman (2006), mainly. The methodological path taken was the case report of exploratory nature, supported by the qualitative-interpretative approach, with the semistructured interview, as a data collection instrument direct observation, class recording and documental analyze. In the result, it was clear that the presence of strong affectivity wasn’t merely intuitive depending on the teachers' profile, but it was a part intentionally of a work developmente focused on awakning the trust, elevatin self-esteem, rescuing human values, I mean, establishing in the path connection through the empathy and promoting the necessary dialogue.