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Meanings of creativity in rural areas: a hermeneutic phenomenological perspective for teaching creativity in third grade

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  • Lercy Lucía Santuario López

    (University of Technology and Education, Estados Unidos)

Abstract

This essay had as objective: analyzing the meanings of creativity from a hermeneutic-phenomenological perspective for relevant rural education in the third grade. Using a literature review method, 47 texts were explored, organized thematically as follows: creativity and creative thinking (15), hermeneutic method (12), didactics and curriculum (6), public policies (5), pedagogy of creativity (4), epistemology of education (3), and educational community (2). The inclusion criteria for the corpus were: thematic relevance, methodological rigor, open access, and pedagogical relevance. Among the relevant findings were: the sociocultural factor as a trend in the reviewed works; the importance of learning environments linked to everyday life with contextualized challenges; and the hermeneutic-phenomenological factor as a common element in learning communities. The conclusions highlight the need for relevant pedagogical approaches to cultivate creativity in rural areas. The impact of the family unit on the construction of relevant teaching strategies.

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Handle: RePEc:cvp:pedagi:v:5:y:2026:i:1:id:188
DOI: 10.69821/constellations.v5i1.188
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