Desenvolvimento da criatividade e imaginação em pessoas com altas habilidades e/ou superdotação

Abstract

This dissertation investigates the contributions of a curricular enrichment Project mediated by digital technologies to the development of higher psychological functions, with an emphasis on creativity and imagination, in students with High Abilities/Giftedness. Grounded in Cultural-Historical Theory, the study adopts na applied, qualitative approach and was conducted in a resource room for students with High Abilities/Giftedness in a public school, involving five students from elementary and secondary education. The intervention consisted of learning sessions structured around activities of exploration, experimentation, and authorial production. The sessions were documented through audio recordings, photographs, and field notes. The data were organized and analyzed into theoretical-analytical categories, seeking evidence of mediation, internalization, and creative manifestations throughout the process. The results indicate advances in conceptual elaboration, intellectual autonomy, aesthetic awareness, and symbolic expression, highlighting that creativity and imagination, when intentionally fostered, function as instruments for learning and development. As an educational product, a Manual of Experiences was developed to support inclusive practices aimed at promoting imagination and creativity in contexts of High Abilities/Giftedness.