Escritura de poesía para fomentar el aprendizaje significativo en un aula de varios niveles.

Abstract

An aspect of creative writing at schools refers to the stories our pupils can tell about their lives. This action research inquiry assumes a poststructuralist vision of language construction in which creative writing allows mixed-age learners to communicate and express opinions, feelings, and moods as they develop language. In this pedagogical proposal, learners read and created poems related to their life to develop writing competence and sensibility towards the act of writing thus expanding their perspective of language acquisition. The study inquired how 22 high school students expressed their personal experiences while engaged in personal writing and constructing poems. The results showed that poesy offered a safe environment for teenagers to express themselves and have a sense of success. The tasks that encouraged their creativity contributed to the achievement of the course goals.