Resumen

MAIA, Maria Vitória Campos Mamede  y  VIEIRA, Camila Nagem Marques. Teaching creativity: Winnicott and the construction of subjectivities. Rev. Subj. [online]. 2016, vol.16, n.1, pp. 64-77. ISSN 2359-0769.  http://dx.doi.org/10.5020/23590777.16.1.64-77.

This article aims to discuss the theme of teaching creativity and the winnicottian view in dialogue with the production of teaching and student subjectivities. Starting from the premise that in order to learn it is necessary that there is a bond between teachers and learners, we seek in psychoanalytic psychopedagogy our bases for the understanding of this process. Thus, we will focus this analysis on the teacher, who is "responsible" for the task of teaching or, as we prefer, responsible for maintaining a good enough environment for learning. Thus, we will begin by discussing what would be teacher creativity. Next, we will seek to dialogue with issues such as authorship of thought and autonomy, understood as practical expressions of the production of subjectivities. Our methodology is structured in two fields of analysis, the first starts with documentary analysis of theses and articles of the last 5 years about teacher creativity, and the second is composed of statements and testimonies collected by our researches in the most diverse school contexts, thus establishing connections with the proposed theme.

Palabras clave : teaching creativity; Winnicott; subjectivities.

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