<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432018000401499</article-id>
<article-id pub-id-type="doi">10.1590/2175-623675477</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Criatividade na Escola: emancipa&#231;&#227;o ou instrumentaliza&#231;&#227;o?]]></article-title>
<article-title xml:lang="en"><![CDATA[Creativity in School: emancipation or instrumentalization?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Raslan Filho]]></surname>
<given-names><![CDATA[Gilson Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Janaina Visibeli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>4</numero>
<fpage>1499</fpage>
<lpage>1514</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432018000401499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432018000401499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432018000401499&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Neste ensaio te&#243;rico, a criatividade e, especificamente, os debates em torno da criatividade na escola s&#227;o colocadas em perspectiva cr&#237;tica. Para uma j&#225; vasta teoria, a criatividade &#233; tomada como um valor central na cultura contempor&#226;nea e o ponto pac&#237;fico de tais variadas correntes te&#243;ricas diz respeito a uma alegada supera&#231;&#227;o do estatuto do trabalho em dire&#231;&#227;o ao que &#233; chamado de trabalho imaterial. Nesse cen&#225;rio, a produ&#231;&#227;o dos humanos se realiza em fazer movimentar a pr&#243;pria subjetividade em sua complexidade. Moto cont&#237;nuo, a escola, como local de forma&#231;&#227;o, deve, segundo esse quadro hist&#243;rico, responder &#224; nova realidade e preparar os estudantes para serem criativos. Ambas as proposi&#231;&#245;es, todavia, ignoram o fato de que nem o trabalho se ausenta das chamadas atividades criativas, nem a criatividade &#233; estranha ao trabalho. Assim, as propostas correntes de criatividade na escola padecem do mesmo mal daquelas que sustentam a ideia de trabalho imaterial: ignoram o fato de que a criatividade &#233; um componente da din&#226;mica social, de que o trabalho ainda &#233; fundamento das pr&#225;ticas sociais mais diversas, inclusive, por &#243;bvio, nas chamadas atividades criativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT In this theoretical essay, creativity and the so-called creativity in school are approached from a critical perspective. For a broad theory, creativity is regarded as a central value in contemporary culture. The point that unites these varied theoretical currents concerns an alleged overcoming of the status of labor toward what is called immaterial labor. In this context, the production of humans takes place in the movement of subjectivity itself in its complexity. In addition, the school, as a place of training, must, according to this new historical framework, respond to the new reality and prepare students to be creative. Both propositions, however, ignore the fact that neither labor is absent from the so-called creative activities nor creativity is foreign to labor. Thus, the current proposals for creativity in school show the same inconsistency as those that support the idea of &#8203;&#8203;immaterial labor: they ignore the fact that creativity is a component of social dynamics, that labor is still the foundation of the most diverse social practices, including, of course, the so-called creative activities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Criatividade]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Imaterial]]></kwd>
<kwd lng="pt"><![CDATA[Emancipação]]></kwd>
<kwd lng="pt"><![CDATA[Liberdade]]></kwd>
<kwd lng="en"><![CDATA[Creativity]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Immaterial Labor]]></kwd>
<kwd lng="en"><![CDATA[Emancipation]]></kwd>
<kwd lng="en"><![CDATA[Freedom]]></kwd>
</kwd-group>
</article-meta>
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