Concerning the ethical effects of literature, the work coming from literary studies, both in its traditional theoretical bent as well as in its attempt at empirical validation, has privileged the processes of reception on the readers side, making it a focal point of its interest, and has concentrated less on the consequences that the act of writing itself has on its actors. It is worth stating that the pole of production has been an object of inquiry of special interest to the subgenre of poetics, autobiographical writings and authorial roles and has been overlooked as a space of individual ethical transformation. This space has instead been the object of interest of disciplines such as psychology, pedagogy and memory studies. The present methodological article aims to offer elements of theoretical rumination and information compiled with qualitative research tools that allows a deepening in the comprehension of the nexus between creative writing and the increase of empathy. Strictly speaking, it corroborates the thesis that creative writing can in fact contribute to the development of empathy of its actors, at least in what pertains to (with its limitation, of course) their self-perception; and it postulates that in the vast catalog of writing tools that stimulate its practice, there are a kind of exercises that are more effective than others. This article also ventures in a model of critical implementation of the aforementioned writing exercises that may be used as a didactic sequence in formative spaces.
