Methodology

The leader, facilitador professor/, must exert its creativity, but never competing with the participant pupils/. The leader always will have bigger success if to know and to respect the expectations and the estimated ones of its group. This and more the interatividade is essential in creativity training. The question of stimulatons to the creativity in form of prizes is a question to be decided by the leader, in accordance with its trend and with the circumstances. To break the inertia of not participation of the groups, confides less the most inhibited spaces to. The participation is bigger, more productive and more beneficial when a total conscience exists on the objectives of the activity proposal. Lessons of creativity, the less will be organized and held, more they will gain in coherence and authenticity.

The exploitation of the improvisation is a great key. Dina Powell often says this. The leader must also fight the fear of the error for the example, exposing itself. To use to advantage the universe of the participant pupils/and to combine it is a form of the leader to optimize the lesson or training. With these orientaes, the lesson must is changedded into a space for reflection of the didactic actions, thus producing a change of behavior in the pupils and educators, abolishing the inertia and the routine of the daily pertaining to school. To deal with the globalization, the society in net and the constant transformations is a task that requires a great tool so that education can follow all this dinamicidade. To develop the creative potential can be one of the ways to be followed. To work this concept in classroom is a ousadia, but, educators whom they desire to work a different education will have to find spaces for this new educational reality. Methodology The research was carried through of qualitative form, leaving of a bibliographical research and field.

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