“Ninhue in 100 words”: Creative writing, local identity, and situated learning in Secondary Education

Abstract

This paper presents “Ninhue en 100 palabras,” an educational experience developed with secondary students from Liceo Bicentenario de Excelencia Arturo Prat Chacón, focused on teaching writing as a process through the creation of flash fictions linked to local identity. Implemented in Language and Literature classes, the project integrates planning, drafting, revising, rewriting, and editing, combining situated learning and creative writing. Across five editions, the initiative has actively involved the school community through a contest, public dissemination, and institutional collaboration. In its highest-participation edition, more than 250 texts were produced, with around 160 voluntarily submitted. Evidence gathered through rubrics, written products, and internal records suggests progress in writing autonomy, creativity, motivation, and appreciation of local cultural heritage. It also strengthened school-community ties by valuing memories, traditions, and territorial narratives as legitimate sources of literary creation. It is concluded that this experience is a transferable practice that integrates writing development, student participation, and territorial identity, promoting deep learning and a stronger sense of belonging.