La novela gráfica como alternativa para la enseñanza de la literatura clásica en la escuela

Abstract

This thesis proposes the graphic novel as an innovative pedagogical strategy to promote the reading of classical works in secondary education. It begins with the recognition of a central issue: students show little interest in classical literature due to its complex language, length, and limited connection to their current realities. This situation is worsened by the influence of social media and visual formats that dominate their daily lives. The author argues that the graphic novel, by combining text and image, represents a powerful tool to: increase motivation toward reading, strengthen reading comprehension at literal, inferential, and critical levels, and stimulate critical thinking through the analysis of social, historical, and cultural issues. To this end, the graphic adaptation of La Vorágine by José Eustasio Rivera—an emblematic work of Colombian literature—is analyzed. It highlights relevant themes such as violence, labor exploitation, colonialism, Indigenous marginalization, and gender oppression, which invite critical reflection and allow a connection between past and present. The study is supported by a qualitative and hermeneutic methodology, articulated with teaching experiences and a proposed didactic sequence.