Columbia Art District

In accordance with Becker (2001) some scholars have salient the great challenge in the hour of if studying the subject and, over all, of avali- lo of more systematic, objective e, also measurable form. above-mentioned characteristics remember in them that to be creative it demands to articulate cognition and affection, route to the new, the different one, with an intention, an objective. In this perspective, the education has excellent paper as we will see in the item that follows. To create is basically to form. Is to be able to give to form something new (…) the creative act encloses, therefore, the capacity to understand; this in turn, to relate, to command, to configure, to mean (OSTROWER, 1996). The creativity as it defines the Webster, is basically the process to make, to give the life (MAY, 1982, pg.39). We can perceive that the above explicitados concepts point different angles of the creativity, related to the cognitivas and affective capacities, as we point out in the introduction of this chapter. How if of the o process of the creation? It has very, the scholars come trying to unmask the steps of the creative process.

Already in 1900 Ribot it considered models for the creative processes, in 1910 also John Dewey presented a study in this direction. However, he was the mathematician English of century XIX, Henry Poincar that established the four basic steps for the creative solution of problems. 1 stage-Preparation: that she is related with the conscientious immersion, initial that the person makes to find the solution of the problem with which she comes across. It is the stage of the internal mobilization to expand limits and to go beyond what already she knows yourself on the subject. Therefore, many times this period brings anguish, emptiness and until blockade. 2 stage Incubation: it is the moment to ripen, of gestar the ideas conceived in the previous stage.

new law n 11,114 of 16 of May of 2005 establishes to the obligatoriness of basic education to the six years of age. This law comes with the objective to assure to all the children a longer time of pertaining to school conviviality and greaters chances to learn and with this a qualified learning. It defined conditions to be taken care of for the education systems to register all the educandos from the six years of age in Basic education. Sight under a positive perspective, such proposal can benefit the pertaining children to the inferior classrooms, providing to same a contact more early with the culture scholar. Soon, one forms to outside rescue the accumulated social doubt during as many years, leaving of the obligator school exactly the parcel of the population that more necessary of it to bring up to date its cultural capital.

In addition, the children will have a precocious socialization learning the contribution accomplish with the group, capacity to co-ordinate its action with the ones of the friends. Stimulating the feelings of mutual respect, honesty, acceptance of the other, capacity to make agreement and to follow rules and values. However, so that had the proposal can be accomplished with validity, one becomes necessary to breach with the traditional forms of organization of the school, being modified its structure, me that Basic Ensino and the Infantile Education, leave to be considered as dicotmicas conceptions, what it knows, are not happening in the reality. The Infantile Education must leave of being seen as a space of tricks, as well as basic Ensino must be considered from a differentiated vision of that it is a space of ' ' trabalho' ' , ' ' thing sria' '. Both conceptions must be considered as excellent for the formation of the citizen, understood as complementation one of the other.