Taller de escritura creativa: una alternativa para elaborar microcuentos fantásticos a través de entornos virtuales en octavo de básica de la UEM “Victoria del Portete”

Abstract

Creative writing workshops are pedagogical proposals that allow the development of writing in the classroom through creativity. However, since the urgent adaptation of education to virtual environments caused by the spread of Covid-19, the development of writing has been difficult due to teachers' lack of knowledge about digital tools. In this context, the present work aimed to promote the development of creative writing through digital platforms with the objective of identifying the ways in which the use of virtuality and creativity favors the improvement of students' writing. The theoretical references of the present work were: Guilford (1959) and Torrance (1969) for creativity; Rojo (1997) is located in the micro-story; Todorov (1980) and his contribution on the fantastic genre; Cassany (1993) and the writing workshop; finally, Boneu (2007) with virtual learning environments. The methodology had a qualitative approach framed in the critical theoretical paradigm. Data were collected through field notes and direct observation in each of the phases (design, implementation and evaluation). The analysis was carried out from the perspectives of Stake's (1999) direct interpretation, the Grafein group's slogans, Boneu (2007) digital platforms and Guilford's (1959) and Todorov's (1970) fantastic micro-stories. The results obtained showed the efficiency of applying creative writing workshops through digital platforms as an innovative teaching strategy for teachers