Escritura creativa en estudiantes de educación básica en latinoamérica: revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La escritura es atendida desde diversas metodologías en la educación básica con la finalidad de lograr aprendizajes superiores, como la creatividad. El objetivo del presente artículo fue analizar la escritura creativa en estudiantes de educación básica en Latinoamérica a través de la revisión de investigaciones desarrolladas en los 11 últimos años; empleando la metodología PRISMA para la revisión de estudios y publicaciones en revistas indexadas en las bases de datos de Scopus, Scielo, EBSCO y Dialnet, entre el periodo de años del 2011 hasta el 2022. El análisis incluye los criterios: (a) Escritura creativa y las competencias lecto-escritas (b) Experiencias de Investigación-Acción en la escritura creativa, (c) programas educativos de escritura creativa con implicancia de herramientas virtuales y técnicas artísticas. En conclusión, los artículos revisados incidieron en investigaciones aplicadas, demostrando el alto nivel de orientación de la escritura creativa como propuestas de innovación pedagógica en la praxis de la educación básica latinoamericana.
The writing is attended to from various methodologies with the aim of achieving higher learning, such as creativity. The objective of this article was to analyze creative writing in basic education students in Latin America through the review of research developed in the last 11 years; using the PRISMA methodology for the review of studies and publications in journals indexed in the Scopus, Scielo, EBSCO and Dialnet databases, between the period of years from 2011 to 2022. The analysis includes the criteria: (a) Creative writing and reading-writing skills (b) Action Research Experiences in creative writing, (c) creative writing educational programs involving virtual tools and artistic techniques. In conclusion, the reviewed articles influenced applied research, demonstrating the high level of orientation of creative writing as proposals for pedagogical innovation in the praxis of Latin American basic education.
The writing is attended to from various methodologies with the aim of achieving higher learning, such as creativity. The objective of this article was to analyze creative writing in basic education students in Latin America through the review of research developed in the last 11 years; using the PRISMA methodology for the review of studies and publications in journals indexed in the Scopus, Scielo, EBSCO and Dialnet databases, between the period of years from 2011 to 2022. The analysis includes the criteria: (a) Creative writing and reading-writing skills (b) Action Research Experiences in creative writing, (c) creative writing educational programs involving virtual tools and artistic techniques. In conclusion, the reviewed articles influenced applied research, demonstrating the high level of orientation of creative writing as proposals for pedagogical innovation in the praxis of Latin American basic education.
Description
Vol. 9, No. 39