Creative writing and text production: an investigative approach based on educational action research.

Abstract

This article analyzes creative writing as a pedagogical strategy to strengthen textual production in basic and secondary education students from a qualitative, interpretive, and pedagogical action-research perspective. The study begins by recognizing recurring difficulties in planning, coherence, cohesion, organization of ideas, use of narrative resources, and text revision. Based on the contributions of Rodari, Cassany, Frugoni, Ausubel, Vygotsky, and the Colombian Ministry of Education, writing is understood not merely as a grammatical or normative activity, but as a communicative, creative, social, and formative practice. Methodologically, the proposal is organized through diagnosis, pedagogical intervention, observation, interviews, written production records, and qualitative text analysis. The expected results focus on improving writing motivation, textual organization, story production, conscious revision, and the recognition of writing as a meaningful experience. The study concludes that creative writing favors the formation of subjects capable of imagining, communicating, arguing, and producing texts with aesthetic, critical, and academic meaning.