Devices and Creative Mobilization in Science Classes

Abstract

This study presents the initial findings of an intervention research conducted in science classes in the elementary education at a Brazilian municipal public school. The objective was to identify and realign the problematic field, creating conditions for imagination and creativity through the central device “a planet for well-being.” The research was guided by the biology of cognition, the cartography method, and the pedagogical methodology of world invention, adopting thematic analysis to explore the emerging processes of student creation and subjectivation. The results indicate that the teacher’s interventions reorganised the pedagogical field, mobilising student engagement and establishing the emotional and organisational foundations for creative work. The cartographic method enabled the tracking of flows and lines of flight, highlighting the transformative role of pedagogical devices. We conclude that the careful preparation of the field was essential for the emergence of creativity, underscoring the importance of theoretical articulation.