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Costa-Lobo, C., & Cabrera, J. C. (2017c). Teacher Training: The Relevance of Creativity in School. In P. S. Pereira, O. Titrek, & G. Sezen-Gultekin (Eds.), Proceedings of 3rd International Conference on Lifelong Education and Leadership for All (pp. 156-165). Porto, Portugal: ICEL Conferences.
https://www.researchgate.net/publication/322447759_CostaLobo_C_Cabrera_J_2017_Teacher_ training_the_relevance_of_creativity_in_school_In_Paulo_Alberto_da_Silva_Pereira_Osman_ Titrek_Gozde_Sezen_Gultekin_Eds_Proceedings_of_3rd_International_Conference_

has been cited by the following article:

• TITLE: Creativity in Brazilian Education: Review of a Decade of Literature

  AUTHORS: Juliana Berg, Carla Luciane Blum Vestena, Cristina Costa-Lobo

  KEYWORDS: Creativity, Systematic Review, Higher Education, Brazil

  JOURNAL NAME: Creative Education, Vol.11 No.3, March 26, 2020

  ABSTRACT: The present study resulted from the analysis of a large array of investigative products focused on creativity in higher education. A systematic review of studies between 2008 and 2018 found 27 theses published by doctoral programs in the specific field of education. Twenty-five Brazilian scientific databases were analyzed using a qualitative approach aimed at mapping creativity in higher education, demonstrating longitudinally how, when, who and with what purposes creativity has been the object of study. The most widely used approach was qualitative, with a predominance of case studies, the majority of which described creativity as a learning strategy or one that seeks learning solutions; a smaller number of doctoral theses viewed creativity as cognitively developed and intrinsic to the student. For this reason, the results suggest a possible lag in terms of understanding creativity as a way to significantly strengthen learning and a basic structure in the development of critical thinking and problem solving.