Alencar (1996) suggests in them that creativity is to innovate, and to innovate sends to the implementation of a new idea in reply to a problem or difficulty. Considering the aspect educational this if applies very well, therefore ahead of as many technological innovations and challenges in the education the space of the classroom is propitiates to offer encorajamento to the pupils since the first years of education. ‘ ‘ The creativity is a characteristic of ours espcie’ ‘ in it affirms Predebon to them (2001, p.9), and to improve it is necessary to practise, therefore what it is not developed it tends to atrophy itself. Leaving of this thought we understand that the creativity can be taught those that have not developed it. In this context we need to consider that the luggage that we bring as for the social aspects, cognitivos, motivacionais and our personality will go to have one weight considerable in the creative process, and is exactly in the comment of these factors that the professors will have to be intent so that, better they can exert its function of agent of change of pedagogical making. This challenge also encloses the initial years of the education and the education in the superior level as for teaching formation.
New paradigms need to unclasp in classroom and this is only possible to occur will have remained a climate of authentic mental freedom folloied of stimulatons, so that these future educators dare to think in different way, without fear to be ridicularizados; that the new ideas take them the action and that these new attitudes are carried through with noble intentions. Thus the art to only educate will have new a meaning. Creativity and Infancy An understanding becomes necessary of what it occurs in each stage of our development, and of as each phase is important for the good performance of cognitivas abilities in the future, also the creativity.