desarrollo del pensamiento multidimensional para la construcción de una ciudadanía creativa

• Autor(a) principal: rojas chávez, víctor andrés
• Data de Publicação: 2023
• Outros Autores: herrero hernández, alejandra, dumett arrieta, simón, tabares salazar, adriana, garcía gutiérrez, zaily del piar
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Childhood & Philosophy (Rio de Janeiro. Online)
• Texto Completo: https://www.e-publicacoes.uerj.br/childhood/article/view/70385
• topic: pensamento multidimensional; cidadania criativa; construção de paz; infância.; multidimensional thinking; creative citizenship; peace building; childhood.; pensamiento multidimensional; ciudadanía creativa; construcción de paz; infancias

The Creative Citizenship project was founded to promote critical, ethical, and creative thinking in early childhood, and to recognize and encourage children as social actors and peacebuilders. In concert with the methodology of North American philosopher Matthew Lipman's Philosophy for Children (P4C), Creative Citizenship seeks to promote in children the ability to think critically, ethically, and creatively in and from their own realities, and to exercise multidimensional thinking skills in the various areas of their daily lives. The  research documented here adopted a qualitative approach in so far as it sought to inquire about the character of those relationships, particularly  among boys and girls, that promote their identity as social agents. As such, it examined training processes and generated theoretical perspectives in the interest of promoting social transformation through the empowerment of multidimensional thinking. The article begins with a review of the concept of Creative Citizenship and ends with that of Peacebuilding. Three theoretical categories have been applied in order to situate the inquiry within the framework of the realities of childhood, and to chart the pedagogical interventions by adults that occurred throughout the implementation of the project. The first focuses on the development of children’s thinking per se, the second on children's capacities for creative problem-solving in social environments, and the third  on the concept of peacebuilding as a commitment to practicing philosophical dialogue among children, which is understood as a form of discourse that builds the capacities of citizens to undertake individual and collective actions that allow them, in turn, to create and re-create scenarios of peaceful coexistence.