Criatividade e dificuldade de aprendizagem: Avaliação com procedimentos tradicional e assistido

Abstract

The effects of a creativity program in 2nd and 3rd grade students from the public school with learning difficulties were evaluated by the combination of assisted and traditional procedures, in the academic area (School Performance Test -SPT), in the cognitive area (WISC, Raven and Constraint - Seeking Questions of Several Questions - C-SQ) and in creativity (Verbal and Figurative Torrance). Considering the performance in the SPT (below average) and WISC (Q.I.:92), a sample of 34 students (8-12 years old) was formed, divided, at random, into two groups, being the G1 submitted to a creativity program for 3 months. In the pre-test, there were no significant differences among the inter-groups, except in Raven, in which G2 had a better performance; this difference disappeared in the post-test. In this one, there was a significant difference for G1 in the SPT. in the C-SQ, G1 kept the performance after help, with learning transference, and increased the high score and transferable profile; it also improved verbal creativity (fluency and flexibility) whereas G2 improved in flexibility.