A audácia da mente e a rebeldia de criar
Miniatura indisponível
Data
2014
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O estudo da criatividade tem vindo a suscitar um grande interesse por parte dos
investigadores. Considera-se a criatividade como um processo que se constrói desde cedo e se
vai desenvolvendo em conjunto com outras funcionalidades. Ao longo dos anos tornou-se
pertinente estudá-la em conjunto com outras variáveis, como a inteligência. Este estudo
centra-se na relação entre a criatividade e a inteligência. Para esta análise foram utilizados os
instrumentos de avaliação, Test for Creative Thinking – Drawing Production (TCT-DP), as
Matrizes Progressivas Coloridas de Raven (MPCR) e duas Provas Piagetianas
correspondentes aos domínios de avaliação, Lógico-Matemático e Físico, sendo as provas,
Inclusão de Classes e Conservação da Substância, respetivamente. A amostra recolhida por
conveniência foi de 75 participantes, em que 31 são do género masculino (41,3%) e 44 do
género feminino (58,7%). A recolha foi realizada em duas escolas, em que 43 pertencem à
Academia de Música de Santa Cecília (57,3%) e 32 pertencem à EB31 (42,7%). A avaliação
foi feita em crianças com idades entre os seis anos e os sete anos (M= 6,28, DP=,452) que
frequentam o 1º ano de escolaridade do 1º Ciclo do Ensino Básico. Foi feita uma análise
diferencial, que revelou não existirem diferenças estatisticamente significativas, no que
respeita os níveis de criatividade em função das variáveis sociodemográficas. Quanto aos
níveis de inteligência, a análise realizada às Matrizes Progressivas Coloridas de Raven
revelou que existem diferenças estatisticamente significativas, no tipo de atividades
extracurriculares agrupadas (p=,019), neste caso, entre o grupo das atividades físicas e
atividades cognitivas (p=,019), no número de atividades extracurriculares agrupadas (p=,044),
na escola (p=,000) e nos níveis socioeconómicos agrupados (p=,000), neste caso, entre a
classe média menos instruída – estrato operário e rural e classe superior (p=,003) e entre
classe média menos-instruída – estrato operário e rural e classe média mais instruída (p=,031).
Quanto às Provas Piagetianas, foi encontrada uma associação significativa na prova
Conservação da Substância em relação à escola (p=,015). Na análise correlacional, os
resultados indicam que não existe correlação entre os níveis de criatividade e inteligência
(r=,181, p=,121). Quando esta análise é feita por escola, encontra-se uma correlação
considerada moderada na escola EB31, entre os níveis de criatividade e inteligência (r=,434,
p=,013)
The study of creativity has raised a great interest on the part of researchers. Creativity is considered as a process that builds since relented and is developing in conjunction with other features. Over the years it has become pertinent to study it together with other variables, such as intelligence. This study focuses on the relationship between creativity and intelligence. For this analysis, were used the assessment tools, Test for Creative Thinking – Drawing Production (TCT-DP), Raven’s Colored Progressive Matrices (RCPM) and two Piagetian tests, corresponding the areas of review, Logical-Mathematical and Physical, being the tests, Inclusion of Classes and Conservation of Substance, respectively. The sample was collected for convenience of 75 participants, in which 31 are male gender (41,3%) and 44 are female gender (58,7%). The collection was carried out on two schools, in which 43 belong to the Music Academy of Saint Cecilia (57,3%) and 32 belong to EB31 (42,7%). The evaluation was conducted in children aged between six and seven years (M=6,28; SD= ,452), who attend the 1st grade of the 1st Cycle of Basic Education. A differential analysis was made, and revealed that there were no statistically significant differences at the levels of creativity in terms of sociodemographic variables. Regarding the levels of intelligence, the analysis at the Raven’s Colored Progressive Matrices showed that there were statistically significant differences in the type of grouped extracurricular activities (p=,019), in this case between the physical activities group and cognitive activities group (p=,019), the number of extracurricular activities grouped (p=,044), school (p=,000) and grouped socioeconomic levels (p=,000), in this case, between less educated middle class – working class and rural stata and upper class (p=,003) and among less educated middle class – working class and rural stata and more educated middle class (p=,031). Evidence as to Piagetian tests, a significant association was only found in proof Conservation of Substance in relation to school (p = .015). In correlational analysis, the results indicate that there is no correlation between the levels of creativity and intelligence (r =, 181, p =, 121). When this analysis is done by the school, there is a moderate correlation considered in EB31 school, between levels of creativity and intelligence (r =, 434, p =, 013).
The study of creativity has raised a great interest on the part of researchers. Creativity is considered as a process that builds since relented and is developing in conjunction with other features. Over the years it has become pertinent to study it together with other variables, such as intelligence. This study focuses on the relationship between creativity and intelligence. For this analysis, were used the assessment tools, Test for Creative Thinking – Drawing Production (TCT-DP), Raven’s Colored Progressive Matrices (RCPM) and two Piagetian tests, corresponding the areas of review, Logical-Mathematical and Physical, being the tests, Inclusion of Classes and Conservation of Substance, respectively. The sample was collected for convenience of 75 participants, in which 31 are male gender (41,3%) and 44 are female gender (58,7%). The collection was carried out on two schools, in which 43 belong to the Music Academy of Saint Cecilia (57,3%) and 32 belong to EB31 (42,7%). The evaluation was conducted in children aged between six and seven years (M=6,28; SD= ,452), who attend the 1st grade of the 1st Cycle of Basic Education. A differential analysis was made, and revealed that there were no statistically significant differences at the levels of creativity in terms of sociodemographic variables. Regarding the levels of intelligence, the analysis at the Raven’s Colored Progressive Matrices showed that there were statistically significant differences in the type of grouped extracurricular activities (p=,019), in this case between the physical activities group and cognitive activities group (p=,019), the number of extracurricular activities grouped (p=,044), school (p=,000) and grouped socioeconomic levels (p=,000), in this case, between less educated middle class – working class and rural stata and upper class (p=,003) and among less educated middle class – working class and rural stata and more educated middle class (p=,031). Evidence as to Piagetian tests, a significant association was only found in proof Conservation of Substance in relation to school (p = .015). In correlational analysis, the results indicate that there is no correlation between the levels of creativity and intelligence (r =, 181, p =, 121). When this analysis is done by the school, there is a moderate correlation considered in EB31 school, between levels of creativity and intelligence (r =, 434, p =, 013).
Descrição
Orientação: Sara
Ibérico Nogueira
Palavras-chave
MESTRADO EM PSICOLOGIA DA EDUCAÇÃO, PSICOLOGIA, PSICOLOGIA EDUCACIONAL, CRIATIVIDADE, INTELIGÊNCIA, PSYCHOLOGY, EDUCATIONAL PSYCHOLOGY, CREATIVITY, INTELLIGENCE