This research, linked to the line: curriculum, teacher training and teaching knowledge of the
Graduate Program in Education at the Federal University of Tocantins, was carried out at the
Municipal Public School Francisca Brandão Ramalho, located in Palmas, capital of Tocantins.
The following problem motivated the research: the pedagogical practices developed by the
teachers of the Francisca Brandão Ramalho Municipal School show signs of creativity
according to VADECRIE, enabling the reconnection of knowledge in the pedagogical work,
through the relationship between theory and practice? Thus, the objective was to analyze the
existing pedagogical practices in the early years of elementary education at the
aforementioned school, with a view to understanding how the relationship between theory and
practice takes place, as well as whether there is evidence of creativity in them. The study was
primarily based on the following sources: complex thinking, by Morin (1977, 1995, 1999,
2001a, 2001b, 2011, 2012, 2020); creativity, by Torre (2005, 2008, 2009, 2012, 2022);
pedagogical practice, by Franco (2016), by Behrens (2013), by Sá & Behrens (2019) and by
Santos (2003). The methodological path was based on a case study, supported by exploratory
research, with a quali-quantitative approach. Of the 26 teachers working at the school, 17 met
the inclusion criteria used: being licensed and working in the classroom at the school for at
least five years. Among these, nine (52.94%) composed the sample. Data collection took
place in loco, allowing the analysis of the following documents: Political Pedagogical Project
(2021), National Common Curricular Base (2017), Tocantins Curricular Guideline (2019),
Teacher Manuals (2019-2022), Monthly and annual lesson plans. In addition, there were 88
hours of observation of classes and two rounds of conversations, based on generating themes
suggested by the nine teachers who were part of the sample, as well as by the researcher. The
circles went through a process of transcription and Content Analysis, from a thematic
perspective, in Bardin (2011). The theories studied and the data arising from observation
made up a triangulation process. However, through research, it became possible to understand
that the existing pedagogical practices at the Francisca Brandão Ramalho Municipal School
are diversified and consider the subjects of such practices; recognize that practices are
important in and for children's lives. It is noteworthy that, even if instinctively, the
pedagogical practices have strong signs of creativity and, even with weaknesses, they are
likely to be problematized, as the collective of professionals demonstrates interest and
willingness to dialogue, not only, but, above all, in relation to the school. Thus, the wheels
favored an interesting interweaving between subjects and objects. With that, even though it
was not primarily an objective of the research, from them it was noticed the emergence of a
concept of pedagogical practices in the eyes of the participants. For them, they are practices or
strategic actions lacking reflection on the teaching-learning process. It is believed that all this
movement can encourage, in the researched school, discussions in relation to the
epistemology of complex thinking and creativity, a situation that can enhance it
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