Creativity in Latin America

David D. Preiss; Katherine Strasser

doi:10.1017/CBO9780511818240.003

3 - Creativity in Latin America

Views from Psychology, Humanities, and the Arts

Published online by Cambridge University Press: 05 June 2012

David D. Preiss and

Katherine Strasser

Edited by

James C. Kaufman and

Robert J. Sternberg

Show author details

David D. Preiss: Affiliation:
Center for the Psychology of Abilities, Competencies, and Expertise, Yale University, and Potificia Universidad Católica de Chile, Santiago
Katherine Strasser: Affiliation:
Pontificia Universidad Católica de Chile, Santiago
James C. Kaufman: Affiliation:
California State University, San Bernardino
Robert J. Sternberg: Affiliation:
Yale University, Connecticut

Book contents

Get access

Summary

INTRODUCTION

The purpose of this chapter is to discuss how creativity is viewed and practiced in Latin America and the Caribbean. Creativity is a multifaceted phenomenon, so several perspectives should be taken into consideration. We have chosen to focus on two. First, we review how psychologists in the region have studied creativity. Most such contributions have regarded creativity from an applied perspective, with an emphasis on its modification. However, this work is not sufficiently informative regarding what is culturally specific about creativity in the region. So, after discussing the scientific work on creativity, we found it necessary to summarize some of the views about creativity held by creative minds in the region, specifically artists and writers. These innovators not only provide a firsthand account of creativity in Latin America and the Caribbean but also put their creative work in a sociocultural perspective; this is an emphasis that we deem very relevant in a region as diverse as this one. It is worth noting that, whereas the work of psychologists has remained within specialized circles, the literary and artistic production of Latin American and Caribbean artists has reached large audiences. Thus, to the extent possible, we intend to make a more or less exhaustive review of the work of the former to provide an account that is instrumental for other researchers in the field.

Type: Chapter
Information: The International Handbook of Creativity , pp. 39 - 67

DOI: https://doi.org/10.1017/CBO9780511818240.003 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2006

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alencar, E. M. L. S. (1998). Developing creative abilities at the university level. European Journal for High Ability, 6, 82–90CrossRef Google Scholar

Alencar, E. M. L. S. (1999). Barreiras à criatividade pessoal: Desenvolvimento de um instrumento de medida [Barriers to personal creativity: Development of a measurement instrument]. Psicologia Escolar e Educacional, 3, 123–132CrossRef Google Scholar

Alencar, E. M. L. S. (2002a). Obstacles to personal creativity among university students. Gifted Education International, 15, 133–140CrossRef Google Scholar

Alencar, E. M. L. S. (2002b). O estímulo à criatividade em programas de pós-graduação segundo seus estudantes [Incentives to creativity in postgraduate programs according to their students]. Psicologia: Reflexão e Crítica, 15, 63–70Google Scholar

Alencar, E. M. L. S., & Bruno-Faria, M. F. (1997). Characteristics of an organizational environment which stimulate and inhibit creativity. Journal of Creative Behavior, 31, 271–281CrossRef Google Scholar

Alencar, E. M. L. S., & Fleith, D. S. (2003). Barreiras à criatividade pessoal entre professores de distintos níveis de ensino [Barriers to personal creativity among school teachers]. Psicologia: Reflexão e Crítica, 16, 63–69Google Scholar

Alencar, E. M. L. S., Fleith, D. S., Shimabukuro, L., & Nobre, M. A. (1987). Efeitos de um programa de treinamento de criatividade para professores do ensino de primeiro grau nas habilidades de pensamento criativo do aluno [Effects of a creativity training program for first-grade teachers on their students' creative thinking]. Interamerican Journal of Psychology, 21, 56–71Google Scholar

Aluni, R., Vergara, P., & Peñagos, J. C. (2000). Programa ThinkFast, como medio para mejorar la ejecución en la prueba de creatividad de Torrance [ThinkFast program as a medium for improving performance in the Torrance creativity test]. Retrieved October 28, 2004, from http://homepage.mac.com/penagoscorzo/creatividad_2000/creatividad.html

Aluni, R., Barrón, W., & Peñagos, J. C. (2000). Influencia de la inducción de ritmos electroencefalográficos y videos instructivos en la ejecución de una prueba de creatividad [Effects of electric brain rhythm induction and instructional videos on creativity performance]. Retrieved October 28, 2004, from http://homepage.mac.com/penagoscorzo/creatividad_2000/creatividad.html

Ardila, R. (1982). Psychology in Latin America today. Annual Review of Psychology, 33, 103–122CrossRef Google Scholar

Armesto, M. C. (2001). Creatividad y autoconcepto: Un estudios con estudiantes de psicología [Creativity and self-concept: A study with psychology students]. Revista Interamericana de Psicología, 35, 79–95Google Scholar

Asturias, M. A. (1962). The Latin American novel. Testimony of an epoch. Retrieved November 11, 2004, from http://nobelprize.org/literature/laureates/1967/asturias-lecture.html

Ayala, F. J. (1995). Science in Latin America. Science, 267, 826–827CrossRef Google Scholar PubMed

Barahona, E. (2004). Estudio de validez del Cuestionario de Prácticas Pedagógicas para la Creatividad [Validity of the Questionnaire of Teaching Practices for Creativity]. Psykhe, 13, 157–174CrossRef Google Scholar

Basadur, M., Pringle, P., & Kirkland, D. (2002). Crossing cultures: Training effects on the divergent thinking attitudes of Spanish-speaking South American managers. Creativity Research Journal, 14, 395–408CrossRef Google Scholar

Bloom, H. (1994). The Western canon: The books and school of the ages. New York: Harcourt BraceGoogle Scholar

Casillas, M. A. (1999). Aspectos importantes de la creatividad para trabajar en el aula [Important aspects of creativity to develop in the classroom]. Revista Educar, 10, 7–14Google Scholar

da Costa, L. N. (1995). Future of science in Latin America. Science, 267, 827–828CrossRef Google Scholar PubMed

de Andrade, O. (2004). Anthropophagite manifesto. In Frank, P. (Ed.), Readings in Latin American modern art (pp. 24–27). New Haven, CT: Yale University Press. (Original work published 1928)Google Scholar

Leon de Bernaedi, B. (1988). Interpretation, analytic approach, and creativity. Revista Uruguaya de Psicoanalisis, 68, 57–68Google Scholar

Donoso, J. (1972). Historia personal del “boom” [The boom in Spanish American literature: A personal history]. Barcelona: AnagramaGoogle Scholar

Ercilla y Zúñiga, A. D. (1993). La Araucana [The Araucana]. Madrid: CátedraGoogle Scholar

Etienne, S. M. (1991). At the edge of the abyss: Creativity and psychosis. Revista de Psicoanalisis, 48, 1093–1108Google Scholar

Ferreiro, E., & Teberovsky, A. (1979). Los sistemas de escritura en el desarrollo del niño [Writing systems in child development]. Coyoacán, Mexico: Siglo XⅪ EditoresGoogle Scholar

Figari, P. (2004). Regional autonomy. In Frank, P. (Ed.), Readings in Latin American modern art (pp. 17–18). New Haven, CT: Yale University Press. (Original work published 1924)Google Scholar

Figueiredo, E. L., & Sisto, F. F. (1997, November 12–14). Opening of schemes and the expression of knowledge structures in the construction of novelty: A developmental study of Brazilian and American children. Paper presented at the annual meeting of the Mid-South Educational Association, Memphis, TNGoogle Scholar

Fleith, D. S. (2002). Creativity in the Brazilian culture. In Lonner, W. J., Dinnel, D. L., Hayes, S. A., & Sattler, D. N. (Eds.), Online Readings in Psychology and Culture (Unit 5, Chapter 3). Retrieved October 15, 2004, from http://www.ac.wwu.edu/~culture/index-cc.htmGoogle Scholar

Fleith, D. S., Renzulli, J. S., & Westberg, K. L. (2002). Effects of a creativity training program on divergent thinking abilities and self-concept in monolingual and bilingual classrooms. Creativity Research Journal, 14, 373–386CrossRef Google Scholar

Frank, P. (Ed.). (2004). Readings in Latin American modern art. New Haven, CT: Yale University PressGoogle Scholar

Freire, P. (2000). Pedagogy of the oppressed (30th anniv. ed.). New York: ContinuumGoogle Scholar

García, M. C. (2002). Estudio de validez del Test de Apropiación para la Creatividad (T.A.C.), dentro del Contexto de una Enseñanza Orientada al Logro de un Aprendizaje en Profundidad para Crear [Validity of the Appropriation for Creativity Test, within the context of the Learning for Creating teaching model]. Psykhe, 11, 69–85Google Scholar

García-Canclini, N. (2001). Hybridity. In Smelser, N. J. & Baltes, P. B. (Eds.), International encyclopedia for the social & behavioral sciences (pp. 7095–7098). Oxford, U. K.: Pergamon PressGoogle Scholar

Gissi, J. (1989). Identidad latinoamericana: Psicología y sociedad [Latin American identity: Psychology and society]. Santiago: Psicoamérica EdicionesGoogle Scholar

Gissi, J. (1990). Psicoantropología de la pobreza, Oscar Lewis y la realidad chilena [Psychoanthropology of poverty: Oscar Lewis and the Chilean reality]. Santiago: Psicoamérica EdicionesGoogle Scholar

Gissi, J. (2002). Psicología e identidad Latinoamericana. Sociopsicoanálisis de cinco premios nobel de literatura [Psychology and Latin American identity: Sociopsychoanalysis of five literature Nobel prizes]. Santiago: Ediciones Universidad Católica de ChileGoogle Scholar

Godoy, H. (1970). El oficio de las letras [The work of writing]. Santiago: Editorial UniversitariaGoogle Scholar

González, C. A. (1999). Creatividad en el escenario educativo Colombiano. Pedagogía y currículum [Creativity in the Colombian educational context: Pedagogy and curriculum]. Educar: Revista de Educación, 10, 60–65Google Scholar

Greenfield, P., Maynard, A., & Childs, C. (2003). Historical change, cultural learning, and cognitive representation in Zinacantec Maya children. Cognitive Development 18, 455–487CrossRef Google Scholar

Grinberg de Ekboir, J. (1989). Creativity and re-elaboration. Revista de Psicoanalisis, 46, 255–267Google Scholar

Honigsztejn, H. (1996). Creativity and power. Revista de Psicoanalisis, 5, 77–95Google Scholar

Lopez, R. (1993) Encuentres y desencuentres en el universo conceptual de la crebtivided [Understandings and misunderstandings in the conceptual universe of creativity]Psykhe, 2, 115–122Google Scholar

Martín-Baró, I., Aron, A., & Corne, S. (1994). Writings for a liberation psychology. Cambridge, MA: Harvard University PressGoogle Scholar

McDougall, J. (1995). Creativity and its inhibitions. Revista Chilena de Psicoanalisis, 12, 29–37Google Scholar

Mena, I. (2000). Aprender para crear [Learning for creating]. Psykhe, 9, 143–153Google Scholar

Mena, I., & Vizcarra, R. (2003). Evaluación de los Aprendizajes para incentivar la creatividad [Learning assessment that stimulates creativity]. Boletín de Investigación Educativa de la Facultad de Educación de la P. Universidad Católica de Chile, 18, 273–283Google Scholar

Miller, M. G. (2004). Rise and fall of the cosmic race: The cult of mestizaje in Latin America.Austin: University of Texas PressGoogle Scholar

Mistral, G. (1945). Banquet speech. Retrieved November 11, 2004, from http://nobelprize.org/literature/laureates/1945/mistral-speech.html

Mitjáns, A. (1999). Los estudios sobre la creatividad en Cuba: Actualidad y perspectivas [Creativity studies in Cuba: Current status and perspectives]. Revista Educar, 10, 53–59Google Scholar

Morandé, P. (1984). Cultura y modernización en América Latina [Culture and modernization in Latin America]. Santiago: Instituto de Sociología, Pontificia Universidad Católica de ChileGoogle Scholar

Murphy, F. (2004). An interview with Oswaldo Guayasamin. In Frank, P. (Ed.), Readings in Latin American modern art (pp. 61–63). New Haven, CT: Yale University Press. (Original work published 1992)Google Scholar

Neruda, P. (1971). Towards the splendid city. Retrieved November 11, 2004, from: http://nobelprize.org/literature/laureates/1971/neruda-lecturé.html

Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). Street mathematics and school mathematics. Cambridge, U. K.: Cambridge University PressGoogle Scholar

Paz, O. (1950). El laberinto de la soledad [The Labyrinth of solitude]. DF, City, Mexico: Cuadernos AmericanosGoogle Scholar

Paz, O. (1990). In search of the present. Retrieved November 11, 2004 from: http://nobelprize.org/literature/lourentes/1990/piz-lecture-e.html

Peñagos, J. C. (2000). Creatividad. Capital humano para el desarrollo social [Creativity: Human capital for social development]. Retrieved October 28, 2004, from http://homepage.mac.com/penagoscorzo/creatividad_2000/creatividad.html

Pinheiro, P. S. (2004). Indians. Retrieved October 21, 2004, from http://www.mre.gov.br/cdbrasil/itamaraty/web/ingles/polsoc/dirhum/grvulner/indios/index.htm

Rivera, M. (n.d.). Sistematización del Proyecto de Mejoramiento Educativo: La investigación en el aula y actividades que desarrollen el pensamiento divergente como metodologías para lograr aprendizajes significativos [Systematization of an Educational Improvement Program: Classroom research and other activities that develop divergent thinking as methods for achieving meaningful learning]. Retrieved November 8, 2004, from http://www.preal.cl/GTEE/pdf/compl02.pdf

Rosas, R. (1996). Replicación del Modelo de Estructura de Inteligencia de Berlín [Replication of the Berlin Model of the Structure of Intelligence]. Psykhe, 5, 39–56Google Scholar

Rosas, R., Boetto, C., & Jordán, V. (1999). Introducción a la psicología de la inteligencia [Introduction to the psychology of intelligence]. Santiago: Ediciones Universidad Católica de ChileGoogle Scholar

Salazar, J. M. (1995). Factors influencing the development of psychology in Latin America. International Journal of Psychology, 30, 707–716CrossRef Google Scholar

Sánchez Sosa, J. J., & Valderrama-Iturbe, P. (2001). Psychology in Latin America: Historical reflections and perspectives. International Journal of Psychology, 36, 384–394CrossRef Google Scholar

Solar, M. I., Segure, T., & Domínguez, L. (1998). Los estilos comunicativos y sus efectos en la creatividad de los alumnos: Un aporte a los objetivos fundamentales transversales de la educación básica [Communicative styles and their effects on student creativity]. Pensamiento Educativo, 22, 259–273Google Scholar

Trouillot, N. (2001). Caribbean: Sociocultural aspects. In Smelser, N. J. & Baltes, P. B. (Eds.), International encyclopedia for the social & behavioral sciences (pp. 1484–1488). Oxford, U. K.: Pergamon PressGoogle Scholar

Urton, G. (2003). Quipu: Contar anudando en el imperio Inka [Quipu: Knotting account in the Inka empire]. Santiago: Museo Chileno de Arte Precolombino & Harvard UniversityGoogle Scholar

Vivas, D. (1999). La creatividad en Venezuela [Creativity in Venezuela]. Revista Educar, 10, 66–70Google Scholar

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University PressGoogle Scholar

Wechsler, S. M. (2000). Talent development in Brazil: As viewed by adult writers and poets. Roeper Review, 22, 86–88CrossRef Google Scholar

Wechsler, S. M. (2003). Assessing Brazilian creativity with Torrance Tests. In Stein, M. S. (Org.), Creativity global correspondents. (pp. 8–14). New York: Winslow PressGoogle Scholar

Weissmann, J. (1992). History and creativity in Freud. Revista de Psicoanalisis, 2, 337–344Google Scholar

Winn, P. (1999). Americas: The changing face of Latin America and the Caribbean (updated ed.). Berkeley: University of California Press. (Original work published 1995)Google Scholar

Book contents

3 - Creativity in Latin America

Summary

Access options

References

Save book to Kindle

Save book to Dropbox

Save book to Google Drive