This article presents a qualitative theoretical research on curriculum and creativity in higher education. The significant expansion of this level of education in several industrialized countries has brought about a broad agenda of research on university education, encompassing several questions to ask, such as education for creativity. It is in this context that we situate this research, which aims to analyze a set of principles to guide the curriculum, in order to sustain the development of students' creativity in undergraduate programs. In the theoretical framework sections of the text, questions about creativity and curriculum are explored, based on the international educational literature, as well as the thinking of leading theorists on such topics. In the main part of the article, three general theoretical principles are presented and analyzed to guide the elaboration of undergraduate curricula, from the perspective of creativity education. They were synthesized using a qualitative thematic analysis method applied to a recent set of theoretical research on curriculum and creativity in higher education. The principles refer to making the curriculum open, liquid and inspired by transdisciplinarity. According to the theoretical analysis of the article, such propositions would bring changes in the scope of undergraduate curricula, in support of the development of students' creativity.
Keywords:
Higher education; Creativity; Curriculum