Resumo

SABER, Rogério Lobo. CREATIVE WRITING AS A CREATIVE CURRICULAR PRACTICE FOR MOTHER TONGUE TEACHING AND LEARNING IN CONTEMPORARY UNIVERSITY. Eccos Rev. Cient. [online]. 2023, n.64, e22518.  Epub 12-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n64.22518.

In facing tensions resulted from the struggle between the local and the global, the contemporary university has been inquired to redesign its curricular practices so that they can effectively contribute with the holistic formation of 21st-century students. A peremptory demand placed on the contemporary academic ambit is the implementation and consolidation of a creative curriculum that also takes into account students’ emotional skills. Grounded on bibliographical survey, this study discusses the potential of creative writing to design theoretical and methodological guidance that supports teaching and learning processes connected to mother tongue, chiefly because meaningful reading and writing skills are mandatory in any field of knowledge as well as inalienable from a curriculum committed to the student’s formation towards global citizenship. The key objective of this research is to map out directions and perceptions registered by theoreticians engaged in the practice of creative writing so that it can constitute a springboard for interventions in Brazilian higher education. The hypothesis designed for this study is confirmed by the observation that creative writing is potentially aligned with the contemporary demands towards a holistic formation and it is a meaningful resource to develop initiatives with mother tongue in its literary materiality.

Palavras-chave : contemporary university; creative curriculum; creative writing; mother tongue teaching and learning..

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