This article presents the artistic process employed by a group of young women in an academic setting at the Central University of Ecuador, as they wrote four documentary plays. These students, belonging to the first generation to have access to a dramaturgy class in a public university in the country, utilized an innovative to develop their proposal. Despite the prevalence of collective playwriting in the region, the students delved deep into the writing process for the stage and studied important references in the field. The resulting plays underwent analysis by proficient readers from the Univèrsitat Politècnica de Valencia, who acknowledged their profound artistic content, unexplored until then within the country. Within this study, a focal point is placed on exploring the concept of creativity among university scholars who belong to marginalized groups. The research highlights the inherent duality present in their cosmovision, aiming to showcase their distinctive perspective and the continuous redefinition of identity and creativity within non-harmonic societies. By doing so, the article underlines the significance of providing opportunities for young artists from marginalized communities to express themselves and contribute to the artistic landscape of their country. Also, it outlines a constant interrogation over the concept of creativity.