<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação (Campinas)]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772021000300678</article-id>
<article-id pub-id-type="doi">10.1590/s1414-40772021000300003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e Criatividade na Educação Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum and Creativity in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Joe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tuiuti do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>678</fpage>
<lpage>698</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772021000300678&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772021000300678&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772021000300678&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta uma investigação qualitativa teórica sobre currículo e criatividade na educação superior. A expressiva expansão desse nível de ensino, em diversos países industrializados, originou uma ampla agenda de pesquisas sobre a formação universitária, que englobam diversas questões a indagar, tais como sobre a educação para a criatividade. É nesse contexto que situamos esta investigação, que tem por objetivo analisar um conjunto de princípios para orientar o currículo, tendo em perspectiva sustentar o desenvolvimento da criatividade dos estudantes em cursos de graduação. Nas seções de fundamentação teórica do texto, são exploradas questões sobre criatividade e currículo, bem como o pensamento de teóricos destacados na literatura educacional internacional sobre tais temas. Na parte principal do artigo são apresentados e analisados três princípios teóricos gerais para orientar a elaboração de currículos da graduação, na perspectiva da educação para a criatividade. Eles foram sintetizados de um conjunto recente de investigações teóricas sobre currículo e criatividade na educação superior, com o auxílio de um método de análise qualitativa temática aplicada a um conjunto recente de investigações teóricas sobre currículo e criatividade na educação superior. Os princípios elaborados referem-se tornar o currículo aberto, líquido e inspirado em transdisciplinaridade. Segundo as análises teóricas do artigo, tais proposições trariam mudanças no alcance dos currículos da graduação, na sustentação do desenvolvimento da criatividade dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents a qualitative theoretical research on curriculum and creativity in higher education. The significant expansion of this level of education in several industrialized countries has brought about a broad agenda of research on university education, encompassing several questions to ask, such as education for creativity. It is in this context that we situate this research, which aims to analyze a set of principles to guide the curriculum, in order to sustain the development of students' creativity in undergraduate programs. In the theoretical framework sections of the text, questions about creativity and curriculum are explored, based on the international educational literature, as well as the thinking of leading theorists on such topics. In the main part of the article, three general theoretical principles are presented and analyzed to guide the elaboration of undergraduate curricula, from the perspective of creativity education. They were synthesized using a qualitative thematic analysis method applied to a recent set of theoretical research on curriculum and creativity in higher education. The principles refer to making the curriculum open, liquid and inspired by transdisciplinarity. According to the theoretical analysis of the article, such propositions would bring changes in the scope of undergraduate curricula, in support of the development of students' creativity.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Creativity]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Criatividade]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
</kwd-group>
</article-meta>
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