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DOSSIER - Creativity, emotion and education • Educ. rev. 37 • 2021 • https://doi.org/10.1590/0104-4060.81545   copy

Creativity in socio-interactional pedagogy and Waldorf Pedagogy: implications for working with the gifted students 1 1 Research financed by the scholarship granted by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Case number: 88881.134528 / 2016-01. Research financed by the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Productivity Grant -, n. 311402 / 2015-1 and 307143 /2018-0. Translated by David Harrad. E-mail: davidharrad@hotmail.com

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ABSTRACT

This article is pioneer in the discussion of the phenomenon of creativity based on Vygotsky and Rudolf Steiner, relating it to work with gifted people. Its aim is to investigate creativity in the sociointeractionist approach and in Waldorf Education and its implications for working with gifted students. Apart from important differences, the proposals of Vygotsky and Steiner meet the needs of gifted students, especially when they emphasize significant teaching mediation. The teacher, as the main mediator, is responsible for the proposal of creative and aesthetic teaching aimed at the love of knowledge and life.

Keywords:
Creativity; Giftedness; Vygotsky; Steiner

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