The research is focused on creative writing as stimulation strategy of textual production in students of primary education. From sociocritic paradigm, a methodology of action research, the capacity for autonomous writing of school is analyzed, with varied and motivating activities that promote learning narrative scheme and skills development raises the building structures textual specific communication environments. It was established the need to improve textual production through the realization of pedagogical experiences for creative writing, constituting a viable and sufficiently supported alternative in constructivism; as well as didactic text and sociolinguistic and psycholinguistic models of writing, to advance the formation of a writer-reader competent