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Escrita criativa como prática curricular criativa para o ensino-aprendizagem de língua materna na universidade contemporânea
Resumo
Ao enfrentar as tensões originárias do embate entre o local e o global, a universidade contemporânea tem sido interpelada a repensar suas práticas curriculares, de modo a contribuir efetivamente com a formação integral dos estudantes do século 21. Importante demanda que se impõe ao âmbito acadêmico contemporâneo consiste na implementação e consolidação de um currículo criativo, que também esteja apto a considerar habilidades emocionais dos aprendizes. Amparado por recenseamento bibliográfico, este estudo discute o potencial de a escrita criativa nortear encaminhamentos teórico-metodológicos que contribuam com o ensino-aprendizagem de língua materna, sobretudo porque habilidades de leitura e escrita significativas são indispensáveis a qualquer área do conhecimento e inalienáveis de um currículo comprometido com a formação do educando para a cidadania global. O objetivo central da pesquisa é mapear diretrizes e percepções registradas por teóricos engajados na prática da escrita criativa, de modo que constituam um ponto de partida para que intervenções sejam propostas ao ensino superior brasileiro. A hipótese considerada para a pesquisa confirma-se pela constatação de que a escrita criativa está potencialmente alinhada às demandas contemporâneas para a formação integral, sendo também significativo recurso para o trabalho com língua materna em sua materialidade literária.
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DOI: https://doi.org/10.5585/eccos.n64.22518
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