Banca de DEFESA: ROBERTA LOUISE MARIANO BEZERRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ROBERTA LOUISE MARIANO BEZERRA
DATE: 02/09/2025
TIME: 14:00
LOCAL: Sala do laboratório LEIA.
TITLE:

Rethinking Creativity: Development, Implementation, and Evaluation of an Intervention Program for Children Living in High-Poverty Contexts

 

KEY WORDS:

Creativity; Vulnerability; Education; Schooling; Stimulation.

PAGES: 161
BIG AREA: Ciências Humanas
AREA: Psicologia
SUMMARY:

As an ability inherent to all individuals, creativity is widely acknowledged to be amenable to stimulation through targeted intervention strategies. Flexible and adaptable approaches to fostering creativity are particularly noteworthy, functioning as comprehensive techniques that encompass both the creative profile and the underlying cognitive processes. The present study aimed to design, implement, and evaluate the impact of a medium-term intervention program focused on creativity and language development for children living in conditions of extreme poverty. Study 1 addressed the development of the Laboratory for Creative Unification for Construction and Autonomy (LUCCA), employing an action-research framework combined with methodological triangulation. The findings highlighted LUCCA as a medium-term program comprising 20 sessions structured around storytelling activities based on four children's books. The program sought to enhance linguistic skills (vocabulary and oral narrative discourse) alongside creativity. LUCCA was distinguished by its adaptability and flexibility, as well as its promotion of agency and identity construction among participants. Study 2 investigated the effects of LUCCA within a collective school context using a mixed-methods design. The sample comprised 46 fourth-grade students enrolled in public schools in Natal, Brazil, who were divided into two groups: an Study Group (SG), consisting of 23 students who participated in LUCCA and a Control Group (CG) of 23 students who did not. Pre- and post- intervention assessments included measures of creativity, conceptions of creativity, oral narrative discourse, and expressive vocabulary, using the following instruments: Teste de Criatividade Figural Infantil (Children’s Figural Creativity Test - TCFI), a qualitative Creativity Questionnaire, Discurso Narrativo Oral Infantil (Children’s Oral Narrative Discourse - DNOI), Teste Infantil de Nomeação (Children’s Naming Test - TIN), and Teste de Vocabulário por Figuras USP (USP Picture Vocabulary Test - TVFUSP). Data analysis employed two complementary approaches: (1) a quantitative component, involving descriptive and inferential statistics with intergroup comparisons (EG vs. CG across pre- and post-test) and intragroup comparisons (pre- vs. post-test within each group); and (2) a qualitative component, where thematic analysis was applied to interview and audio-recorded data. Results indicated significant improvements in SG for Creativity Factor 4 (cognitive aspects), along with enhanced self-perceptions of creativity and the development of agency, autonomy, and confidence following participation in LUCCA. Study 3 examined how an intervention grounded in creative and narrative practices (LUCCA) could influence self-perceptions of creativity, classroom climate for creativity, and children’s possibility thinking within contexts of high poverty. Participants included 42 children, evenly divided between an SG (n = 21), who engaged in LUCCA, and a CG (n = 21), who did not. Pre- and post-intervention measures included the Classroom Climate for Creativity Scale, the Possibility Thinking Scale (PTS), and a qualitative questionnaire exploring children’s understanding and application of creativity in daily life. Data analysis comprised descriptive statistics (frequency distributions on scale scores) and thematic analysis following Braun and Clarke's framework for qualitative data. Findings revealed positive shifts in SG students’ self-perceptions of creativity, more sophisticated understandings of how to apply creative skills at home and school, enhanced perceptions of classroom conditions conducive to creativity, and improved scores on PTS Factor 3 (Awareness of the Possible). 

 

COMMITTEE MEMBERS:
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Externa à Instituição - DANIELLE FERREIRA GARCIA
Externa à Instituição - Julia Beatriz Lopes Silva - UFMG
Externo à Instituição - RICARDO FRANCO DE LIMA - USF
Externa à Instituição - TATIANA DE CÁSSIA NAKANO