Escritura creativa como estrategia didáctica. Valoración de su efectividad en 2º y 9º grados de las unidades educativas "Zoila Aurora Palacios" y "Abelardo Tamariz Crespo” de Cuenca.

Abstract

Writing as a social practice, too, is introspective because it needs the development of the individual's cognitive processes. Therefore, the following research paper emerges, called: Creative writing as a teaching strategy for the construction of narrative texts, with the aim of assessing its effectiveness in 2nd and 9th EGB of the Zoila Aurora Palacios and Abelardo Tamariz Crespo schools. To meet this objective, the Critical Socio paradigm was used, with a qualitative and quantitative approach, together with Participatory Action Research. Meanwhile, the instruments used were: interview questionnaire, observation guide, field diaries and rubric for the evaluation of the strategy. After the implementation of the Strategy, in the aforementioned contexts, the evaluation of its effectiveness arises. On the other hand, the literature review addressed several topics, such as: the procedural didactic approach and the didactic and epistemic conceptions of creative writing, which allowed the creation of indicators for the respective assessment by specialists and the practical assessment by investigating agents The results obtained from the theoretical and practical assessment determine its effectiveness. Therefore, didactic strategies must be implemented with a heuristic vision of writing, that is, the dynamics between creativity, imagination and textual composition processes.