FUNDAMENTALS OF THE COGNITIVE PROCESS OF CREATIVITY AND ITS IMPLICATIONS IN THE ASSESSMENT OF LEARNING

Abstract

In this article, we present the partial results of a study conducted within the scope of the Postgraduate Program in Education (PPGE) of the Federal University of Amazonas (UFAM). The objective of this study was to explore the foundations of the cognitive process of creativity and its implications for the assessment of learning. To this end, we conducted bibliographical research with a qualitative approach, basing our discussions on theorists such as Vygotsky (2012), Luckesi (2011), and Libâneo (2013), among others. We conclude that creativity, as an essential component of cognitive processes – including memory and understanding – plays a central role in the effectiveness of the educational process. The lack of stimulation of creativity in the assessment of learning can lead to the perception of inadequacy on the part of teachers, highlighting the need for professional training that values ​​this dimension. Furthermore, the cognitive development of creativity is directly related to the improvement of student's academic and professional performance, strengthening their social and work engagement and contributing to the construction of a more dynamic society focused on the integral development of the individual.