Prática docente inovadora no início do ciclo de alfabetização

Abstract

The view of creativity is still flawed and limited, as its value is still underestimated and traditional practice still prevails, but it is possible to change this from a critical and serious analysis of the practices that are woven in our educational context . In this study, we seek to analyze educational innovation in pedagogical practice at the beginning of the literacy cycle. Firstly characterizing the view that one has of the necessity of inserting the creativity in the pedagogical action and describing the pedagogical proposal of a teacher of that scope and mine as a pedagogue in formation. It is also discussed whether it is necessary to innovate the current pedagogical practice and suggests alternatives for an innovative literacy. The research carried out is of a qualitative methodological nature and it is configured as a case study, in which a teacher was interviewed and observed during her action in a first year class of elementary school in a public school in Fortaleza. For the participant, innovation is something important, but that alone does not provide the necessary conditions to educate students in the perspective of literacy. On the other hand, alternatives were shown for a creative teaching, emphasizing also a rigid and mechanized posture of the teacher. The need for innovation in pedagogical practice was verified, but the pressure made externally to the school does not allow room for such accomplishment, since it engages pedagogical action. In this way, it was perceived that the pedagogical pedagogical practice should be inclined towards innovation, in view of the opening of teaching and learning possibilities that it carries. It is concluded that innovation has space, once the educator detaches himself from the reality in which he lives and has a sensitive view.