Carina Alexandra Rondini1, Elizabeth Piemonte Constantino1, Bianca Molica Marinheiro2, Meire Izidoro Santos2, Isabela Torqueti Silva2, 
(1. Department of Experimental and Occupational Psychology, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Brazil;
2. Universidade Estadual Paulista “Júlio de Mesquita Filho”, Brazil)

Abstract: The school from the “past” had as a role the production of a “passive” and mere receptor student. The educator nowadays needs to consider the social, historical and also cultural and individual differences of students, which must have a participation in their learning and development. Our goal is to reflect on the school’s role in planning environments that encourage the development of creative potential in elementary school students. To support our reflections, we used the data from a preliminary study with 16 third-year students of a school in São Paulo State, for which the “Rating Scale Climate for Creativity in the Classroom” has been applied to. Although the results altogether have indicated a slightly positive perception towards creative expression in the classroom, the teacher mediation seems to occupy a intermediate space between encouraging and restraining the autonomy’s development of the student in the production of new ideas.

 

Key words: creativity, creative potential, mediator teacher, classroom