Abstract:

The Instituto Crescer promotes the education of young Brazilians in situations of social vulnerability, based on qualification for the world of work and preparation for life. Based on the theoretical and methodological principles of Ecoformation (Galvani, 2002; Pineau, 2008), (Navarra, Solaz, 2017), Complexity (Morin, 1997), Creativity (Torre, Pujol, 2005) and Transdisciplinarity (Nicolescu, 1999), since 2016 establishes partnership with the Red Internacional de Escuelas Creativas-RIEC/ADEC, Barcelona-Spain. The objective of this paper is to report some elements that constitute the process of developing creativity and ecoformation amon young people at Instituto Crescer from this partnership, which culminated in its certification as a Creative Institution by the RIEC, during a scientific event at the University of Barcelona in 2019. The constituent elements of this process include continuing teacher education, periodic planning and collective assessment meetings, integrated and articulated actions teaching practices, curriculum reform, teacher and student participation in the planning and implementation of volunteer actions in communities, development of integrative projects in local communities, participation in local and regional events, carrying out research and publications in journals, book chapters, also it is focus of research at the postgraduate level (masters and doctorate). This ecotraining process qualified around 3.550 students and reached 10.650 families during this time of partnership. Actions to fully train young people have allowed young people to be guided so that they are ethical, responsible professionals who know how to solve real problems, in addition to qualifying them as creative, sensitive, autonomous, conscious and participative subjects in society.

Keywords:

Creativity, Ecoformation, Creative School, Young Vulnerability.