<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1794-8932</journal-id>
<journal-title><![CDATA[Sophia]]></journal-title>
<abbrev-journal-title><![CDATA[sophia]]></abbrev-journal-title>
<issn>1794-8932</issn>
<publisher>
<publisher-name><![CDATA[Universidad La Gran Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-89322019000200079</article-id>
<article-id pub-id-type="doi">10.18634/sophiaj.15v.2i.946</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Genealogía del pensamiento creativo y su necesidad en la realidad universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Genealogy of creative thinking and its need in university reality]]></article-title>
<article-title xml:lang="pt"><![CDATA[Genealogia do pensamento criativo e sua necessidade na realidade universitária]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Tarazona]]></surname>
<given-names><![CDATA[Josué Vladimir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rincón Sánchez]]></surname>
<given-names><![CDATA[Astrith Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Antonio Nariño Facultad de Ciencias Económicas y Administrativas ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Antonio Nariño  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>17</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>17</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>79</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-89322019000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-89322019000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-89322019000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el presente artículo se revisa la literatura fundante del desarrollo del pensamiento en interacción con la creatividad como una actividad esencialmente humana, analizada en un contexto universitario. La investigación aborda un entorno global universitario en el cual la creatividad, de una parte, se potencia por el arte y el juego, y de otra se somete, debido a fenómenos mundializados, la innovación, la productividad económica y el mercadeo, entre otros, que modifican la realidad educativa. La relevancia del estudio se encuentra en una situación de impacto generacional, ante la dificultad cada vez mayor de los profesores universitarios en atraer a los estudiantes hacia el conocimiento, toda vez que ellos en la actualidad se encuentran seducidos por el hedonismo contemporáneo y su vida social. La investigación tuvo un método mixto, con componente cualitativo y otro cualitativo, el cual se desarrolló en tres etapas; i. Una actividad hermenéutica, ii. Entrevistas estructuradas aplicadas a profesores especializados que desarrollan didácticas creativas, y iii. Dos cursos con profesores para poner en práctica la propuesta docente creativa. Como conclusión principal se argumentó que el pensamiento se desarrolla en relación con el tipo de sociedad de la cual emerge, y en el aula universitaria emana de la creatividad. Es una actividad dual, lógico-emocional, y fruto de esta interacción fluye el conocimiento como una construcción social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we review the foundational literature of the development of thought in interaction with creativity as an essentially human activity, analyzed in a university context. The research addresses a global university environment in which creativity, on the one hand, is strengthened by art and play, and on the other, due to globalized phenomena, is subjected to innovation, economic productivity and marketing, among others, which Modify the educational reality. The relevance of the study is in a situation of generational impact, given the increasing difficulty of university professors in attracting students to knowledge, since they are currently seduced by contemporary hedonism and social life. The research had a mixed method in the first stage by a hermeneutic activity, then deep interviews were conducted with specialized teachers who develop creative didactics, and finally two courses were conducted with teachers to put into practice the creative teaching proposal. As a main conclusion, it was argued that thought develops in relation to the type of society from which it emerges, and in the university classroom emanates from creativity. It is a dual activity, logical-emotional, and the result of this interaction flows knowledge as a social construction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, é revisada a literatura sobre o desenvolvimento do pensamento em interação com a criatividade como atividade essencialmente humana, analisada em contexto universitário. A pesquisa aborda um ambiente universitário global no qual a criatividade, por um lado, é aprimorada pela arte e pela brincadeira e, por outro, devido a fenômenos globalizados, inovação, produtividade econômica e marketing, entre outros, que modificam a realidade educacional. A relevância do estudo está em uma situação de impacto geracional, dada a crescente dificuldade dos professores universitários em atrair estudantes para o conhecimento, uma vez que atualmente são seduzidos pelo hedonismo contemporâneo e sua vida social. . A pesquisa teve um método misto, com um componente qualitativo e um qualitativo, desenvolvido em três etapas; eu Uma atividade hermenêutica, ii. Entrevistas estruturadas aplicadas a professores especializados que desenvolvem didática criativa; e iii. Dois cursos com professores para implementar a proposta de ensino criativo. Como conclusão principal, argumentou-se que o pensamento se desenvolve em relação ao tipo de sociedade a partir da qual emerge, e na sala de aula da universidade emana da criatividade. É uma atividade dupla, lógico-emocional, e o resultado dessa interação flui o conhecimento como uma construção social.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento]]></kwd>
<kwd lng="es"><![CDATA[creatividad]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[neurología]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="en"><![CDATA[Thought]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="en"><![CDATA[neurology]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento]]></kwd>
<kwd lng="pt"><![CDATA[criatividade]]></kwd>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
<kwd lng="pt"><![CDATA[neurologia]]></kwd>
<kwd lng="pt"><![CDATA[educação universitária]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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