Creative writing at school

This paper aims to examine the evolution of writing pedagogy in school, to be faced then towards the invention of writing as a creative process associated with esthetic texts by means of which certain profile students become cultural producers, leaving aside their passive role. For this, we rely on a semi-linguistic understanding of the writing act (Barthes, 2002, Eco, 1999, Coto, 2006) and, through the research design action in the classroom, we detail how this explored practice facilitates the individual recognition of a student at the rural school Mancilla, who presented his life story through creative writing. The detection of this kind of highlighted cases within the results of the research, enable the evaluation of authentic strategies of symbolic recreation of the subjective reality, showing the advances achieved with interventions that allow the development of writing processes in students.