Creativity in reading and writing. What do the curricular prescriptions for initial and primary education in Argentina say (and do not say)?

The aim of the study is to analyse curricular prescriptions related to creative processes in relation to reading and writing. Specifically, it examines curricular documents for the initial and primary levels of formal education in the Argentine Republic, looking for references to creativity, reading and writing in these documents. The curricular documents studied are the National Education Law, the Education Law of the Province of C & oacute;rdoba, the Priority Learning Nuclei of the Argentine Nation (NAP) and the Curricular Designs of C & oacute;rdoba. Content analysis was used as a tool, considering passages from the corpus that contain the words creativity, creative and/or creative. The study inquiries about the educational content, purposes, objectives, methods, resources and evaluation criteria included in the curricular documents. The results are interpreted in the light of current theories and studies on creativity and research on curriculum design in other contexts. The data suggest that the documents are dominated by conceptions of creativity linked to the artistic field. However, there are interesting links with processes of identity construction, physicality, connection with others, technology and the natural world. In the area of reading and writing, educational objectives and contents were observed that were linked to creative writing as a form of expression and to literature as a way of approaching creative productions.