La musicalidad del lenguaje y la escritura creativa

Abstract

The main objective of this systematization of experience was to reconstruct, critically analyze, and document classroom pedagogical practice focused on the use of interdisciplinary strategies that integrate the musicality of language and creative writing to strengthen oral expression, values, and a culture of peace among the boys and girls of the “Tomasito” Group. The research addressed the difficulties observed in the students of the “Tomasito” Group (10 boys and girls, aged 7–8) in expressing themselves orally with fluency, structuring coherent texts, and actively participating in communicative situations. This situation was compounded by low motivation toward reading and writing, as well as insecurity when speaking in public. This issue, common in educational contexts that lack an interdisciplinary approach, required a creative and culturally sensitive intervention. The study was developed under a qualitative approach and adopted the Experience Systematization design (Jara, 2012). This methodology focused on reconstructing the key moments of the practice (initial situation, intervention, and final situation). Data collection techniques included a diagnostic pedagogical intervention (“All About Me” worksheets), a process of interest-based voting, and detailed records in Field Diaries throughout seven sessions of the “Literary Ingenuity” workshop. The context was the pedagogical practicum of the Bachelor’s Degree in Early Childhood Education at USTA, carried out at the CAU Pasto. The results showed high interest and participation among the students, who, by integrating music (Sung Rhymes, Values Rap) and literature, were able to overcome their initial fears of self-expression. Strengthening was observed in creative writing, oral fluency, imagination, and socio-emotional expression (empathy, active listening). The group’s moderate learning pace benefited directly from the interactive and playful methodology. It is concluded that the musicality of language and creative writing are highly effective pedagogical strategies, as they articulate art and the spoken and written word with education for coexistence. The systematization generated explicit pedagogical knowledge that validates this teaching model for comprehensive development and the formation of conscious and peaceful citizenship, demonstrating how the classroom can become a space for dialogue and non-violent conflict resolution.