GAJARDO-ESPINOZA, Katherine    CAMPOS-CANCINO, Guillermo. Creative education and social justice: a systematic review focused on the Latin American context. []. , 17, 2, pp.262-276. ISSN 1390-8642.  https://doi.org/10.17163/alt.v17n2.2022.07.

Teaching institutions and practices must change in order to open education to creativity, which is an effective resource for initiating processes of social transformation. In the present study, we set ourselves the goal of describing how creativity is developed in research in the field of Education for Social Justice around the world., paying special attention to the Latin American context. To achieve this goal, we conducted a systematic review of the international literature produced between 2015 and 2020. Following the model of Sanchez-Meca (2010), we searched the databases of Web of Science and Scopus, the SciELO citation index, and Dialnet's web portal. We identified a potential corpus of 68 publications, which, when applying exclusion criteria, were expressed in a final corpus of 16 publications. We analyzed and characterized the documents in a theoretical and descriptive way, focusing specifically on the concept of creativity they presented. We observed nine empirical investigations, corresponding to experiences or projects in formal (n=8) and non-formal education (n=1), and seven theoretical reflections. We identified two approaches to address creativity: one where it was presented as a diffuse concept, which was not developed theoretically, and another where it appeared as a concrete concept, theoretically developed, and justified. Finally, Latin America shows three examples, which points to a lack of research that associates creativity as a factor for social and educative justice.

: Social justice; creativity; development education; democracy; Latin America; social inequality.

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