摘要：This article aims to analyze the vision of science and knowledge production in modernity and its transition to the contemporary in the sense of a guided education in creativity that values the several types of knowledge. This is a reflection of bibliographical character with a qualitative approach. Its theoretical foundation brings the perception of concepts of the traditional paradigm within the context of modern science and the current emerging paradigm based on an interdisciplinary and creative vision that contemplates life as whole and the pedagogical practice as production of knowledge. It is noticeable that the contemporary perspective of creativity, in a transforming vision, has sought the reconnection of knowledge involving all areas of humanity, valuing imagination, originality, flexibility, thinking, feeling and learning within the aspects that encompass the fullness of life on the planet.
