Values, Education and Human Development: The Major Role of Social Interactions’ Quality Within Classroom Cultural Contexts

The Enhancement of Creative Collaboration through Human Mediation

“…The theme "I am who I am" had two phases: the first corresponding to the activity of Project 1, which took place during the first academic period of 2018/19, and the second together with the curricular activity of Professional Formation, with 120 predefined hours of the annual plan of curricular activities of the 12th year for a total of 30 lessons at the António Arroio Art School, which took place during the second period. The aim was to observe how the students would embrace the project and to understand if the theme was appropriate and interconnected with their interests [17,18,31,32], providing participation and involvement on the part of the students, elevating them to a commitment of self-regulation in the making of the various activities, activities oriented to elaborating three-dimensional objects under the pedagogical team's responsibility of teachers: Carla Isidro, Rita Anahory, and Teresa Varela.…”

“…In Vygotsky's ideas on "development education", approaches to learning prevail, giving greater historical and cultural breadth to human development, in which the transformation of individuals into active and critical participants refers to the achievement of autonomy in sociocultural practices since the moment of identification [16][17][18][19][20]. This freedom of choice, in which students choose to investigate significant themes, leads to a type of education that promotes reflection and dialogue, as Paulo Freire explained, "in a posture of self-reflection and reflection on [their] time and [their] space, [in which] students will be directed towards an integral growth, conscious of themselves, of others, and the world around them" [21] (p. 36).…”

“…Recognizing that, over time, educational practices have changed, we observe a concern inherent in the communication established between teachers and students in the sense of identifying students' epistemological positions as an important part of understanding the teaching and learning process [17,18,22,23]. Values such as freedom, otherness, and affectivity should be daily practices to promote an environment of welfare in learning.…”

“…Here, too, a need arises to share some reflections on the students' trust, support for decisions, and concerns regarding wellbeing and autonomy, as influential factors and potentiators of collaborative creativity [18,29], which at present is a construct that reflects various trajectories characterized by the multiplicity, transversality, and otherness of the groups and communities where it occurs [1,[7][8][9]11,30], elevating it to an understanding that generates social and cultural empowerment. Furthermore, while it respects differences and individual contribution, collaborative creativity emerges from human interactions within communities and societies themselves, as stated by the authors Gläveanu and Clapp.…”

Modalidades de interacción y valores sociales emergentes en niños

“…De igual forma, esas orientaciones pueden cambiar a lo largo del proceso de interacción, pues en general este no implica propósitos bien definidos. Para realizar esa descripción del comportamiento observable es necesario un análisis que vaya más allá de la identificación de las acciones y que se centre en las múltiples transformaciones ocurridas en el proceso de interacción, principalmente en la emergencia de significados (Branco, 2018).…”