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The article presents partial results of a research aimed to explore the status of the promotion of creativity in a sample of schools in Medellin, Colombia, contrasting the contents of their pedagogical models in relation to creativity and their respective development from teaching with the conceptions about creativity that teachers in the basic primary of these schools and their performances in classrooms in respect of the promotion of creativity. The study was conducted using a mixed methodology, phenomenological approach and descriptive level. For the choice of the sample used the criterion of the pedagogical models employed by schools, as well as public and private institutions are included. The results showed that none of the schools studied creativity and pedagogic and didactic strategies for its promotion from the teaching practices are sufficiently addressed, nor nor creativity is established as a goal of institutional education. Also, showed that representations that handle the teachers about creativity and their own creative approach to teaching is an important factor for the development of creative ability in students. At a general it was observed that teachers pay more attention to the emotional-motivational aspects of the creative capacity that to the cognitive aspects.

psicoespacios

Fomento de la capacidad creativa en algunas instituciones educativas de Medellín, Colombia. Encouragement of creative ability in some educational institutions of Medellin, Colombia.