Municipalities must take steps towards an “educational action” that welcomes children into environments that estimulate their involvement and participation in issues that mean something to them. Professionals working directly with children in the municipal sphere must strengthen the development of their active and committed citizenship (SDG no. 4), relating to them as citizens capable of transforming their environment. Children’s participation requires adults who recognise them as interlocutors and establish relationships of trust and mutual respect with them. Municipalities need to create opportunities for children to be included in the co‐production of local projects and to take a leading role in public policies. This article aims to offer elements that can nurture professionals’ readiness and “capacity building” to facilitate children’s participation. These elements are formed in the context of a pedagogical practice (the “coffee meetings”) and emerge through a systematisation of experiences (Aguiar, 2013; Barnechea & Morgan, 2010; Jara, 2012, 2018; Mera, 2019). Coordinated by an inter‐university team, the reflective exchange promoted by the meetings between municipal technical professionals and elected representatives generates knowledge, ideas, and changes in participants’ approaches to children’s participation in municipalities’ decision‐making processes; content analysis, development, and evaluation of the meetings by participants provide insight into the value of a learning community established as a tool to innovate child participation, build professional capacity towards this goal, and strengthen the work of local administrations in the field of citizenship.

中文翻译：

---

将儿童纳入公民参与的专业人员之间的会议：形成性经验

市政当局必须采取“教育行动”，欢迎儿童进入能够估计他们参与和参与对他们有意义的问题的环境。在市政领域直接与儿童打交道的专业人士必须加强他们积极和坚定的公民意识（SDG no. 4）的发展，将他们作为能够改变环境的公民。儿童的参与需要成年人承认他们是对话者，并与他们建立信任和相互尊重的关系。市政当局需要为儿童创造机会，让他们参与当地项目的合作制作，并在公共政策中发挥主导作用。本文旨在提供可以培养专业人士的准备和“能力建设”以促进儿童参与的要素。这些元素是在教学实践（“咖啡会议”）的背景下形成的，并通过经验的系统化而出现（Aguiar，2013；Barnechea & Morgan，2010；Jara，2012，2018；Mera，2019）。Coordinated by an inter‐university team, the reflective exchange promoted by the meetings between municipal technical professionals and elected representatives generates knowledge, ideas, and changes in participants' approaches to children's participation in municipalities' decision‐making processes; 参与者对会议的内容分析、开发和评估提供了对作为创新儿童参与工具的学习社区的价值的洞察，