This study deals with creativity in the educational context and aimed to investigate pedagogical aspects favorable to the encouragement of creative thinking manifested in the process of conducting a so-called Creativity Fair event, held annually in a school. The same sought to highlight the close relationship between creativity and intellectual autonomy, emphasizing its importance and need for human development, since the act of creating is configured as a condition to think. Think freely, think for yourself, providing this way the subject has the opportunity to express their ideas. In this sense the approach of creativity expressed in this research transcends the traditional understanding that create be related to the creation of new products or artistic expression, trying to think of it in a more philosophical perspective, as a means to contribute to an emancipatory education. Thus, focusing on Creativity Fair event were identified pedagogical aspects that go in this direction, highlighting the need to think of an education for creativity, ie an education that also has intended to make the creative learner, autonomous, able to think for themselves and express their ideas. The study was a qualitative approach and took to anchor the theoretical and epistemological assumptions of authors such as Rancière (2010), Kohan (2013), Vygotsky (2009), Kneller (1978), Lipman (1990), Alencar (2001, 2003, 2009 ), Freire (1996), among others that allows us to think creativity for self-reliance.
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