<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000300051</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.59025</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLAS CRIATIVAS E INCLUSÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[CREATIVE SCHOOLS AND INCLUSION]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELAS CREATIVAS E INCLUSIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira Filho]]></surname>
<given-names><![CDATA[Adalberto Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Maria Dolores Fortes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>66</numero>
<fpage>51</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000300051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Incomodou-nos a relação da escola em que frequentavam os sujeitos da ONG que acolhia crianças e adolescentes abandonados, na qual fazíamos atendimento psicológico. A escola como um lugar onde somente as dimensões cognitivas e comportamentais eram valorizadas. Questionamos: como práticas pedagógicas criativas podem contribuir para a inclusão escolar dos sujeitos em suas múltiplas dimensões? Buscamos compreender a relação entre a criatividade e a construção de escolas inclusivas. Em um estudo de caso de natureza quanti-qualitativa ofertamos para 18 professores da escola que atendia os sujeitos da ONG, um curso realizado em 3 (três) encontros presenciais, intitulado Educação em Direitos Humanos, Valores Transdisciplinares e Formação de Professoras/es. Para coleta dos dados aplicamos em 16 cursistas, o Instrumento para Valorar o Desenvolvimento de Instituições Educativas - VADECRIE (TORRE, 2012). Na análise, utilizamos a estatística descritiva. A partir dessa experiência compreendemos que a criatividade pode contribuir para a promoção de espaços inclusivos. Verificamos que, uma escola criativa é um lugar em constante movimento Torre (2013). É um lugar que nos faz transcender, onde a relação empática nutre as relações humanas. Essa escola legitima o melhor de seus professores e alunos. A escola criativa rasga o véu do tradicional e convoca à inovação e, igualmente, à inclusão, pois convoca-nos a construir um espaço de pertencimento de todos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We were bothered by the relationship between the school where the subjects of the NGO that attended abandoned children and adolescents attended, in which we did psychological care. The school as a place where only the cognitive and behavioral dimensions were valued. We ask: how can creative pedagogical practices contribute to the school inclusion of subjects in its multiple dimensions? We seek to understand the relationship between creativity and the construction of inclusive schools. In a case study of a quantitative and qualitative nature. We offered to 18 teachers from the school that attended the subjects of the NGO, a course held in 3 (three) face-to-face meetings, entitled Education in Human Rights, Transdisciplinary Values and Teacher Training. To collect the data, we applied the Instrument for Valuing the Development of Educational Institutions - VADECRIE, in TORRE (2012) in 16 course participants (TORRE, 2012). In the analysis, we used descriptive statistics. From this experience we understand that creativity can contribute to the promotion of inclusive spaces. We found that, a creative school is a place in constant movement, Torre (2013). It is a place that makes us transcend, where the empathic relationship nourishes human relationships. This school legitimizes the best of its teachers and students. The creative school tears the veil of the traditional and calls for innovation and, equally, inclusion, because it calls on us to build a space for everyone to belong.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nos inquietó la relación de la escuela a la que asistían los sujetos de la ONG que acogía a los niños y adolescentes abandonados, en la que ofrecíamos atención psicológica. La escuela como un lugar donde sólo se valoraban las dimensiones cognitivas y de comportamiento. Nos preguntamos: ¿cómo pueden las prácticas pedagógicas creativas contribuir a la inclusión escolar de los temas en sus múltiples dimensiones? Buscamos comprender la relación entre la creatividad y la construcción de escuelas inclusivas. En un caso de estudio cuantitativo-cualitativo, ofrecimos a 18 profesores de la escuela que asistían a las asignaturas de la ONG un curso celebrado en 3 (tres) encuentros presenciales, titulado Educación en Derechos Humanos, Valores Transdisciplinarios y Formación de Profesores. Para la recolección de datos, se aplicó el Instrumento de Valoración del Desarrollo de las Instituciones Educativas - VADECRIE (TORRE, 2012) a 16 profesores. En el análisis utilizamos estadística descriptiva. A partir de esta experiencia entendemos que la creatividad puede contribuir a la promoción de espacios inclusivos. Comprobamos que una escuela creativa es un lugar en constante movimiento (TORRE, 2013). Es un lugar que nos hace trascender, donde la relación empática nutre las relaciones humanas. Esta escuela legitima lo mejor de sus profesores y estudiantes. La escuela creativa rasga el velo de lo tradicional y pide innovación e, igualmente, inclusión, porque nos llama a construir un espacio de pertenencia de todos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="pt"><![CDATA[escolas criativas]]></kwd>
<kwd lng="pt"><![CDATA[complexidade]]></kwd>
<kwd lng="pt"><![CDATA[transdisciplinaridade.]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="en"><![CDATA[creative schools]]></kwd>
<kwd lng="en"><![CDATA[complexity]]></kwd>
<kwd lng="en"><![CDATA[transdisciplinarity.]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[escuelas creativas]]></kwd>
<kwd lng="es"><![CDATA[complejidad]]></kwd>
<kwd lng="es"><![CDATA[transdisciplinariedad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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