Creative Writing Practices in Primary School

A Qualitative Analysis of Gender Stereotype Reworking Processes

Abstract

This paper presents a qualitative case study conducted in two fifth-grade primary school classes, aimed at exploring the pedagogical potential of creative writing as a device for the symbolic renegotiation of gender stereotypes. Through a workshop-based pathway grounded in the narrative reversal of traditional roles, pupils were engaged in the production of “reverse stories,” complemented by reflective activities and visual representations. The intervention, structured in four phases, approached writing as a transformative and meaning-generative practice, valuing narration as a space for identity construction and for the exploration of possible worlds. Qualitative analysis of students’ written and graphic productions reveals processes of imaginative restructuring, characterised by a progressive dissociation between competence, care, and gender affiliation, as well as by the emergence of alternative configurations of family and professional roles. Findings suggest that creative writing, when conceived as an exploratory practice, can foster early forms of critical thinking already in childhood, configuring itself as a generative pedagogical environment. The paper also discusses the role of school as a privileged space for symbolic elaboration and highlights writing as an educational tool capable of intertwining individual reflection, social imagination, and openness to change.