Didactics of writing in primary school: application of creative strategies for the development of textual competences.

Abstract

This article presents the findings of a qualitative research project conducted in a public educational institution in the city of Cúcuta. The study aimed to strengthen textual production (TP) in fifth-grade students through the application of Daniel Cassany's didactic approach. The research was framed within the interpretative paradigm and employed the participatory action-research method, integrating classroom observations, semi-structured interviews, and analysis of student texts before and after implementation. The results showed significant improvements in coherence, creativity, and textual structure, driven by collaborative activities, visual resources, and strategies such as brainstorming and peer review. It is concluded that Cassany’s approach enhances not only writing skills but also student autonomy, critical thinking, and active participation in communicative processes.