El desarrollo de la creatividad emocional en los docentes: conectando la teoría con la práctica
DOI:
https://doi.org/10.36901/em.v3i1.109Palabras clave:
creatividad emocional, investigación a través del arte, trabajo autobiográfico, fenomenología de la educación, educación para el siglo XXI, transformando paradigmasResumen
Basado en un estudio cualitativo llevado a cabo con tres profesoras de inicial en una escuela de Lima (Perú), el presente artículo investiga los aspectos formativos que contribuyeron (o inhibieron) el desarrollo de la creatividad emocional de las participantes. En esta publicación se desarrolla el caso de una de ellas (Súper Keka). A partir de diversas teorías de la creatividad, una visión fenomenológica enmarca el trabajo autobiográfico usando la investigación a través del arte como vehículo de investigación. Esta exploración sugiere la importancia del trabajo colaborativo de memoria para otorgarle un sentido a la práctica docente, promoviendo la transformación de esquemas rígidos de pensamiento que han sido instaurados estructuralmente a causa de un modelo educativo que hoy en día ya no resulta útil. La llamada educación para el siglo XXI exige una revolución sustancial de la enseñanza, comprendiendo que el rol del docente no se puede reducir a la transmisión de conocimientos, sino a la capacidad de despertar y nutrir la capacidad de aprender. Para lograrlo es necesario que los educadores revisemos nuestra propia historia formativa, aprendiendo a desaprender. En este viaje, la creatividad emocional resulta un sistema sencillo y flexible para desarrollar los aspectos que nos permitan transformar nuestros paradigmas y desarrollar nuestra resiliencia.
Descargas
Referencias
Allnutt, S. (2011). Making Place. En C. Mitchel, T. Strong-Wilson, K. Pitthouse, & S. Allnutt (Eds.), Memory and Pedagogy (pp. 17-34). Nueva York: Routledge.
Amabile, T. M. (1988). A Model of Creativity and Innovation in Organizations. En B. M. Staw, & L. L. Cunnings (Eds.), Research in Organizational Behavior, 10 (pp. 123-167). Greenwich: JAI.
Amabile, T. M. (1996). Creativity in Context. Boulder (Colorado): Westview Press.
Averill, J. R. (1999a). Individual Differences in Emotional Creativity: Structure and Correlates. Journal of Personality, 67, 331-371.
Averill, J. R. (1999b). Creativity in the Domain of Emotion. En T. Dalgleish, & M. J. Power (Eds.), Handbook of Cognition and Emotion (pp. 765-782). Nueva York: Wiley.
Averill, J. R. (2001). The Rhetoric of Emotion, with a Note on what makes Great Literature Great. Empirical Studies of the Arts, 19(1), 5-26.
Averill, J. R., Chon, K. K., & Hahn Woong, D. (2001). Emotions and Creativity: East and West. Asian Journal of Social Psychology, 4, 165-183.
Averill, J. R., & Thomas-Knowles, C. (1991). Emotional Creativity. En K. T. Strongman (Ed.), International Review of Studies on Emotion, 1 (pp. 269-299). Londres: Wiley.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. Nueva York: Freeman.
Beghetto, R. A. (2007a). Ideational Code-switching: Walking the Talk about supporting Student Creativity in the Classroom. Roeper Review, 29, 265-270.
Beghetto, R. A. (2007b). Does Creativity have a Place in Classroom Discussions? Prospective Teacher’s Response Preferences. Thinking Skills and Creativity, 2, 1-9.
Beghetto, R. A. (2007c). Prospective Teacher’s Beliefs about Student’s Goal Orientations: A Carry-over Effect of Prior Schooling Experiences? Social Psychology of Education, 10, 171-191.
Beghetto, R. A. (2010). Creativity in the Classroom. En J. C. Kaufman, & R. J. Sternberg (Eds.), Handbook of Creativity. Cambridge: Cambridge University Press.
Butler-Kisber, L. (2008). Collage as Inquiry. En J. G. Knowles, & A. L. Cole (Eds.), Handbook of the Arts in Qualitative Research (pp. 265-276). Thousand Oaks: Sage.
Butler-Kisber, L. (2010). Qualitative Inquiry: Thematic, Narrative, and Arts-informed Perspectives. Londres: Sage.
Butler-Kisber, L., & Poldma, T. (2010). The Power of Visual Approaches in Qualitative Inquiry: The Use of Collage Making and Concept Mapping in Experiential Research. Journal of Research Practice, 6(2). Recuperado de http://jrp.icaap.org/index.php/jrp/article/view/197/196
Byrnes, J. P. (1998). The Nature and Development of Decision-making: A Self-regulation Model. Hillsdale: Erlbaum.
Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning (2.a ed.). Portsmouth: Heinemann.
Cole, A. L., & Knowles, J. G. (2008). Arts Informed Research. En A. L. Cole, & G. J. Knowles (Eds.), Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues [versión Kindle DX]. Recuperado de http://www.amazon.com
Craft, A. (2003). The Limits to Creativity in Education: Dilemmas for the Educator. British Journal of Educational Studies, 51(2), 113-127.
Craft, A. (2005). Creativity in Schools. Tensions and Dilemmas [versión Kindle DX]. Recuperado de http://www.amazon.com
Cropley, A. (2006). En Praise of Convergent Thinking. Creativity Research Journal, 18(3), 391-404.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Nueva York: Harper & Row.
Cuculiza Brunke, A. (2017). For a Seed to be Born. Exploring the Links between Emotions and Everyday Creativity in Elementary Teachers’ Classrooms in Peru (Tesis de maestría). McGill University, Montreal.
Dewey, J. (1964). John Dewey: Selected Writings. Nueva York: The Modern Library.
Dewey, J. (1973). The Philosophy of John Dewey, 1-2. En J. McDermott (Eds.). Nueva York: G.P. Putnam’s Sons.
Gardner, H. (1993). Multiple Intelligences: Theory into Practice. Nueva York: Basic Books.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
Goleman, D. (1995). Emotional Intelligence. Nueva York: Bantam Book.
Greene, M. (1988). The dialectic of freedom. Nueva York: Teachers College Press.
Grumet, M. (1991). Curriculum and the Art of Daily Life. En G. Willis, & W. H. Schubert (Eds.), Reflections from the Heart of Educational Inquiry: Understanding Curriculum and Teaching through the Arts (pp. 74-89). Nueva York: State University of New York Press.
Joyce, A. (2015). The Mirror Role of Mother and Family in Child Development: A Reflection. En G. Saragnano (Eds.), Playing and Reality revisited. A new Look at Winnicott’s Classic Work (pp. 157-174) [versión Kindle DX]. Recuperado de http://www.amazon.com
Knowles, J. G., & Ardra, C. L. (2008). Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues. Thousand Oaks: Sage.
Long, C., & Averill, J. R. (2003). Solitude: An Exploration of Benefits of Being Alone. Journal for the Theory of Social Behavior, 33(1), pp. 21-44.
Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
Lubart, T. I. (2001). Models of the Creative Process: Past, Present and Future. Creativity Research Journal, 13(3-4), 295-308.
Maslow, A. H. (1962). Toward a Psychology of Being. Princeton: Nostrand.
Maslow, A. H. (1973). Creativity in Self-actualizing People. En A. Rothenberg, & C. R. Hausman (Eds.), The Creative Question (pp. 86-92). Durham: Duke University Press.
McNiff, S. (2008). Art-Based Research. En J. G. Knowles, & A. L. Cole (Eds.), The Handbook of the Arts in Qualitative Research. Londres: Sage.
Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge: Harvard University Press.
National Advisory Committee on Creative and Cultural Education (NACCCE). (1999). All our Futures: Creativity, Culture and Education. Londres: Departamento de Educación (DFEE).
Nicolo, A. M. (2015). Playing. En G. Saragnano (Eds.), Playing and Reality Revisited. A New Look at Winnicott’s Classic Work (pp. 21-44) [versión Kindle DX]. Recuperado de http://www.amazon.com
Nunn, J., & Thomas, S. (1999). The Angry Male and the Passive Female: The Role of Gender and Self-esteem in Anger Expression. Social Behavior and Personality: An International Journal, 27(2), 145-153. doi: 10.2224/sbp.1999.27.2.145
Pinar, W. (1994). The Method of Currere (1975). En W. Pinar (Ed.), Autobiography, Politics and Sexuality: Essays in Curriculum Theory, 1972-1992 (pp. 19-27). Nueva York: Peter Lang.
Richards, R. (2007). Everyday Creativity and New Views of Human Nature: Psychological, Social, and Spiritual Perspectives. Washington D. C.: American Psychological Association.
Richards, R. (2010). Everyday Creativity. En J. C. Kaufman, & Robert J. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 189- 215). Nueva York: Cambridge University Press.
Runco, M. A. (1996). Personal Creativity: Definition and Developmental Issues. New Directions for Child Development, 72(1), 3-30.
Runco, M. A. (2010). Education Based on a Parsimonious Theory of Creativity. En R. A. Beghetto, & J. C. Kaufman (Eds.), Nurturing Creativity in the Classroom (pp. 235-251). Nueva York: Cambridge University Press.
Smith, J. K., & Smith, L. F. (2010). Everyday Creativity. En J. C. Kaufman, & R. J. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 250-264). Nueva York: Cambridge University Press.
Soroa, G., Gorostiaga, A., Aritzeta, A., & Balluerka, N. (2015). A Shortened Spanish Version of the Emotional Creativity Inventory (the ECI-S). Creativity Research Journal, 27(5), 232-239.
Spelman, E. V. (1988). Inessential Woman: Problems of Exclusion in Feminist Thought. Boston: Beacon Press.
Strong-Wilson, T. (2015). Phantom Traces: Exploring a Hermeneutical Approach to Autobiography in Curriculum Studies. Journal of Curriculum Studies, 47(5), 613-632. doi: 10.1080/00220272.2015.1049298
Strong-Wilson, T. (2006). Bringing memory forward: a method for engaging teachers in reflective practice on narrative and memory. Reflective Practice, 7(1), 101-113.
Van Manen, M. (2016). Pedagogical Tact: Knowing what to do when you don’t know what to do. [versión Kindle DX]. Recuperado de http://www.amazon.com
Wallas, G. (1926). The Art of Thought. Nueva York: Harcourt Brace.
Winnicott, D. W. (1971). Playing and Reality. Londres: Tavistock.
Publicado
Número
Sección
Licencia
Derechos de autor 2017 Annemarie Cuculiza Brunke
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
