Creativity in reading and writing.

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

Abstract

We are interested in the present study to analyze curricular prescriptions referring to creative processes linked to reading and writing. Specifically, we analyze curricular documents on the initial and primary level of formal education in the Argentine Republic, inquiring about the references that are made in said documents on creativity, reading and writing. The curricular documents examined are the National Education Law, the Education Law of the Province of Córdoba, Priority Learning Nuclei of the Argentine Nation (NAP) and Curriculum Designs of Córdoba. We analyze these prescriptions from the perspective of creativity, inquiring about the place assigned to creative processes in educational objectives, content and methodologies. We perform content analysis of the documents considering passages from the corpus where the words creativity, creative and/or creative are included. We inquire about the educational content, aims, objectives, methods, resources and evaluation criteria included in the curricular documents. We interpret the results considering current theories and studies of creativity and research on curricular designs carried out in other contexts. The analyzes indicate that the conceptions of creativity linked to the artistic field predominate in the documents. However, interesting articulations are observed with the processes of construction of identity, corporeality, the link with others, with technologies and the natural world. In the field of reading and writing, we observe educational objectives and contents linked to creative writing as a form of expression and to literature, as an opportunity to approach creative productions.