CREATIVE LEARNING IN EDUCATION: TEACHER MEDIATION, SUBJECTIVITY AND COLLABORATIVE PROBLEM SOLVING

Abstract

This article analyzes pedagogical conditions associated with creative learning, emphasizing teacher mediation, student subjectivity, and collaborative problem solving. The aim is to understand how these elements are articulated in practices in which students participate in knowledge construction, develop strategies, and attribute meaning to what they learn. This is a qualitative, bibliographic, and analytical-interpretive study based on academic works on creativity, creative teaching, and learning as subjective production. The analysis shows that school creativity does not depend on isolated techniques and cannot be reduced to the production of original outcomes. It emerges throughout the process of elaboration, when students confront information, formulate hypotheses, make decisions, and revise their own responses. The studies also indicate that the teacher remains essential, particularly in proposing problem situations, organizing collaboration, and supporting conceptual systematization. It is concluded that creative learning requires didactic intentionality, openness to different paths of resolution, and mediation capable of articulating systematized knowledge, experience, and student authorship.