Escuelas creativas, justicia social y transdisciplinariedad: revisión sistemática

Abstract

Education and therefore, the educational system, needs a true inclusive reform in order to become actually equitable, free and with quality and so being able to contribute to the formation of citizens of the world and proactive professionals. This paper had a double aim, on one side, to systematize the trajectory of the Creative Schools birth, its commitment with some education which is bond to complex thought and social justice and, on the other hand, to do a systematic review that analizes how the responses are being given at the school level in relation to the creativity put into practice, with emphasis on the social justice and transdisciplinarity. A review on the Interfae EBSCOhost Research was done, under the following data base: ERIC; APA PsycInfo; ERIC; Teacher Reference Center; PSICODOC; and APA PsycArticles, with the amplifiers (applying equivalent subjects) and the equation ((creativity or creativity in education or creativity schools) and (transdisciplinary) and (social). During search, a beginning date was not selected, however, as the final date August, 17th 2020 was defined. From the thirty-six articles implicated within the review of literature, six of them were selected to follow the criteria of inclusion. The analysis could identify the commitment of the researchers of several parts of the world in seeking ways to overcome the decontextualized and atomized view of teaching, through means of different strategies, as a stimulus to the colaborative work, the use of multiple scenaries of learning and the interaction among disciplines and from these with the same local and global reality.