Fomento de la escritura creativa con una perspectiva de género en el sexto año de la Unidad Educativa Ricardo Muñoz Chávez

Abstract

This work addresses the use of creative writing as a tool to create writing habits and express their imagination through writing, as well as the development of cognitive processes in students to address gender issues and from writing, help reflection on situations of inequality, violence and discrimination. The work was developed in the sixth year of Basic Education at the Ricardo Muñoz Chávez Educational Unit, located in the city of Cuenca, Ecuador. The project has been theoretically based on different axes such as: didactics of writing in the school context, where written production and different ways of learning to write are addressed; also the axis of creative writing; gender equity in the Ecuadorian educational system, and finally the construction of subjectivities, particularly gender subjectivities, through creative writing. The project aims to make visible the importance of creative writing and how it can be a tool to reflect and discuss social situations, as is the case of the construction of gender in the classroom. The methodology was applied through three phases: diagnosis, design and implementation; we started from a socio-critical paradigm and from a qualitative approach, using data collection techniques and instruments, which helped us to collect the appropriate information for our research. The results we wish to achieve in order to promote creative writing in students from a gender approach, start from the creation of a system of activities focused on creative writing that promote gender equality in students. From the application of the system of activities and the results obtained, the official proposal is presented, which is based on steps for a writing process based on Dolz and Schneuwly (2011) from activities already applied that promote creative writing from a gender approach.