Narrativa transmedia para el fortalecimiento de la comprensión lectora en la Escuela Nueva. Una experiencia de aula en la IED República de Francia.

Abstract

This research paper is defined as a case study carried out in the school IED República de Francia-Escuela Rural San Luis. From a qualitative standpoint, virtual ethnography was used to assess its impact on critical reading comprehension in fifth grade students. In the Escuela Nueva framework is implemented a didactic intervention designed from the transmedia competences and the dimensions that form the critical reading comprehension. It is concluded that Transmedia Narrative had a positive impact on critical reading comprehension of students because they strengthened the expository, intertextual relational and textual evident dimension. Aditionally, they exercised competences related to narrative and esthetics, content management, social management and media and technology usage. From a pedagogical standpoint, it is concluded that Transmedia Narrative improves the dynamics of Escuela Nueva, widening its outlook on reading and producing multiple opportunities for expressing learning, at the same time as it strengthens the essential principles of this pedagogical model.