Mãos à obra: promovendo uma educação criativa através da organização e ornamentação de salas de aula.

Abstract

Considering that Early Childhood Education is the first stage of Basic Education and helps in the child's overall development, we can see that the organization of the space plays an important role, since the way the classroom is organized can either favor or discourage the teaching process. It is worth noting that Creative Learning differs from traditional learning because it not only teaches the content, but also stimulates the student's creativity, which is essential in today's world, where technological advances are very present and where one of the watchwords is change. In this context, creativity becomes a valuable skill and, in this sense, a creative person feels more valued. They tend to be curious and explore ideas. Therefore, this work starts from the following research question: How can we promote Creative Education based on the organization of the classroom? To analyze this issue in a more practical way, we used as a methodological procedure a face-to-face questionnaire with 15 students from the private education network, from the João Paulo II Educational Center, located in Sumé (PB), about suggestions for organizing the classroom in which they study. In addition, we interviewed two teachers, to discuss Creative Education based on their performance in the classroom. This research is characterized as bibliographical and documentary, since we analyzed the discourses of students and teachers, that is, materials of diverse nature, which have not yet received analytical treatment, and from these readings we made gestures of interpretation. To support our proposal, the theoretical basis used was Antunes (2010) – author of books on learning, multiple intelligences and organization of the school environment – as well as Vygotsky (2007) – a psychologist recognized for his significant contributions to psychology and pedagogy. In addition, we enriched the work with support from the National Common Curricular Base (BNCC), Cocito (2018-2024), Cunha (2005), Os Padrão Curriculares Nacionais (PCN) and Piletti (2006). Finally, the results indicate that an organized classroom brings more motivation at study time and themed corners related to the region in which they live would be more interesting. We also found that decorating the classroom walls, if done with the students, would be more stimulating, as there would be records of their stories, learning and identities.