Abstract:

In an educational context marked by the need to develop critical and creative skills from the early years of schooling, this project sought to transform the 1st CEB classroom into a true laboratory for critical and creative thinking. The study aimed to design, implement and analyse the innovative CriAtiva pedagogical model, designed to enhance children's critical and creative thinking through the articulation between SCAMPER, Design Thinking, Creative Sprints, computational thinking and artificial intelligence. Methodologically, qualitative research was developed, based on a case study carried out within the scope of Supervised Teaching Practice. Twenty-two 3rd-year primary school pupils participated, including four covered by universal measures. Data collection was based on direct observation, assessment grids, analysis of pupils' work and focus groups. The intervention included a pre-test, five creative sprints and a post-test. The results showed significant progress in ideational fluency, originality, critical analysis skills, collaboration, autonomy, and reflection on the creative process. Students showed greater confidence in expressing their ideas, greater ability to justify choices, and to reformulate proposals based on feedback. The guided integration of digital tools, including ChatGPT, proved relevant in supporting the ideation, review, and validation of proposals. It is concluded that the CriAtiva model proved to be an innovative and effective pedagogical approach, promoting meaningful learning, active participation, and the development of skills essential to the formation of critical, creative, and collaborative citizens.

Keywords:

Critical thinking, creative thinking, artificial intelligence in education, 1st cycle of basic education, pedagogical innovation.