The first pedagogical experience aimed at teachers, A Thousand Roads, allows us to reflect on creativity among other topics and, together with the teachers, we ask ourselves: What is it to be creative? What is creativity for?

From the formal and academic, creativity has an answer; from the exercise of creating and finding a purpose, it has an affirmation. After having been in 4 pedagogical experiences directed to teachers within the framework of the Di-Soñando project, after having worked with different methodologies, taking distance and revisiting each scenario, I conclude that the axis was creativity.

Di- Soñando has creativity as its flag.

Although many contents were important, creativity was the element that mobilized ideas, products and comments. In addition, feedback from participants noted that it is necessary for teachers to be creative, to have tools to create and to have examples from which to draw ideas.

As it is part of many of the plans of the teachers in the schools we accompany, I ask in some of the meeting scenarios, " What is critical thinking? How do you stimulate critical thinking? (out of pure curiosity, but not a question to make us uncomfortable).

The response was often a stiff, almost painful silence. Other times, a statement about a strategy implemented, once upon a time. In the last scenario I asked the question, the teachers at the Jorge Artel school in my city were clear about it: We want students to reflect on the problems of their context based on the knowledge they acquire in the classroom.

I was also counter-questioned, Why focus on critical thinking and not go towards creative thinking? It was an interesting question, because it speaks to a need of both the student and the teacher, forcing me to think about where the boundary between the critical and the creative lies.

Creativity is a necessity, we cannot trivialize it and say that we are all creative. That we are born with the 'chip'. Creativity is trained, practiced and exercised. On its own, it is not useful: it must have a purpose, it must find a basis, it must respond to a need (individual or collective) and in the hands of a teacher, it must allow the student to be infected, to create in order to inspire, to question in order to change and to question in order to improve.

Let me take Eva Teba's phrase,"what is not evaluated is devalued". We must ask ourselves how creative we are being, the balance of planning with respect to the practical and concrete, and how much it allows the student, who is at the center of the process, to create. Sometimes it seems that between the planning and the teacher's daily work there is no room for evaluation, but only for grading and the development of topics, but not of skills.

In schools, we talk about flexible curricula, although sometimes there is a lack of will in the face of new proposals or projects that take them out of their comfort zone. I tell them, as a manager and as a teacher, that it is good to be uncomfortable, to learn, to recognize oneself in the usual and to enter into the unknown.

To be creative in the profession of educating is to propose doubt instead of certainty, it is to teach to think. As a manager I understood that my job is not only to make things happen, but also to generate surprise, to teach to learn and to inspire.