Abstract

ALONSO, Exequiel  and  MURGIA, Viviana Alejandra. Transmedia pedagogical narrative: stages, contexts and dimensions for its inclusion in the classroom. Propuesta educativa (Online) [online]. 2020, n.53, pp.99-112. ISSN 1995-7785.

In this article we set out to analyze the inclusion of “Transmedia pedagogical narratives” and characterize them from the study of two experiences in secondary schools in Argentina in 2017 and 2018. For this analysis we adopted a qualitative research methodology, based on collection and production techniques of data: interviews, observation of classroom practices, analysis of documents and review of bibliography. The main finding of this work was to start from the experiences in schools to address three contexts (institutional, classroom and community), and the main dimensions in which a teacher should reflect to implement the transmedia narrative as a teaching and learning strategy. In the conclusions we problematize the purpose of creating transmedia narratives, putting into discussion the idea that the inclusion of ICT necessarily implies an improvement in the educational process, without reflecting in depth on the potential of these narratives to favor meaningful learning; the development of digital culture skills and transmedia literacy; the recovery of informal learning of students and interventions in the community, from the formulation of problems of reality and the affirmation of the political role of education.

Keywords : Narrativa transmedia pedagógica; Educación con TIC; Educación secundaria; Comunidad; Alfabetismo transmedia; Pedagogical transmedia narrative; Education with ICT; High School; Community; Transmedia literacy.