Resumo

SCHRAIBER, Rogério Tubias  e  MALLMANN, Elena Maria. Creativity in the Pedagogical Performance of the tutor. Rev. Diálogo Educ. [online]. 2024, vol.24, n.80, pp.280-297.  Epub 29-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.080.ao07.

Inserted in the context of Distance education, this study addresses the issue of creativity in the pedagogical performance of a group of tutors in graduate courses, at the Specialization level, at the Open University of Brazil linked to the Federal University of Santa Maria. Regarding the research problem, it is questioned how the tutor enhances the development of a creative teaching-learning process. As an objective, we sought to understand what are the principles of the tutor's pedagogical performance that enhance teaching-learning from the perspective of creativity. The theoretical framework of this study is based on the components of creativity, proposed by Nikerson, Perkins and Smith (1997), in Performance Studies, in relation to the terms of performing performance, presented by Schechner (2006), and on the concept of teaching performance, developed by Malmann (2008). In methodological terms, a case study was developed within a qualitative approach, whose amount of data was analyzed through the stages of unitarization, categorization and the new emerging, belonging to the Discursive Textual Analysis, by Moraes and Galiazzi (2016). As a result, five research categories were obtained, of which this article highlights creativity. It is concluded that creativity is a potentializing principle of creative teaching-learning because it represents the development of pedagogical actions and strategies that characterize the tutor's performance as a pedagogical invention.

Palavras-chave : Creativity; Tutor's pedagogical performance; Pedagogical strategies; Creative teaching-learning..

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