Avaliação da Criatividade como Condição para o Seu Desenvolvimento: Um Estudo Português do Teste de Pensamento Criativo de Torrance em Contexto Escolar
Palabras clave:
Criatividade, contexto educativo, Torrance Test of Creative ThinkingDerechos de autor 2016 REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
A avaliação da criatividade tem sido uma temática complexa e polémica; contudo, no contexto educativo, uma das suas fortes justificações deverá passar pela facilitação de intervenções para o desenvolvimento do potencial criativo diagnosticado. Esta preocupação com a indissociabilidade entre avaliação e intervenção face à criatividade aparece reforçada no contexto português. Por um lado, o interesse pela temática tem vindo a crescer e o Sistema Educativo nacional assume o desenvolvimento de competências criativas como fundamental; por outro, constata-se lacunas na conceção de avaliação de criatividade por parte dos educadores e ainda não há um instrumento de avaliação validado a nível nacional que permita formações controladas na sua eficácia. Quis-se então validar, em Portugal, uma ferramenta de avaliação sólida no seu historial, diversificada na informação oferecida, e articulada face à intervenção, tomando a versão figurativa do Torrance Tests of Creative Thinking. A amostra é representativa a nível de sexo e de zonas geográficas do país, contendo 348 alunos do 5º, 7º e 9º anos de escolaridade (entre 10 e 16 anos). Serão apresentados a metodologia e os resultados do estudo de validação, mas detemo-nos também numa breve apresentação do instrumento validado para que se tornem claras as potencialidades da sua utilização face a múltiplas competências criativas em contexto formativo. Concluiremos com comentários que partem dos resultados do estudo do teste para a articulação do mesmo com dois programas de desenvolvimento da criatividade no panorama educativo português.
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{1} Dada a variabilidade provocada pelo tempo de aplicação das provas, seguimos o conselho da Scolastic Testing Service (Kaufman, comunicação pessoal, 10 Julho 2003).
{2} Para uma classificação total no TTCT-Figurativo, o acordo de correctores foi de .97 (p<.01)