La Narrativa Transmedia como estrategia didáctica para el fortalecimiento de habilidades de comprensión lectora en los estudiantes de Cuarto Año, de Básica de la Unidad Educativa Paccha.

Abstract

The present project starts from the detection of the problematic found in the Paccha Educational Unit. For which, a contextual analysis was executed out through the application of evaluation techniques and instruments, as well as the analysis of the evaluations of the National Institute of Educational Evaluation INEVAL. This information allowed a detailed analysis thorough detecting that students in the fourth year of Basic do not develop language skills in the reading process. From the methodological point of view, a qualitative approach based on bibliographic analysis was applied, which allowed to pose innovative strategies that promote reading skills, a didactic guide was designed with proposed activities to achieve the objective of strengthening the levels of reading comprehension through of Transmedia Narrative as a didactic strategy. Transmedia Narrative comprises telling stories and stories, using multiple media to get to expand its narrative content. Based on principles proposed by: Henry Jenkins and Carlos Scolari regarding Transmedia Narrative, and linking skills described in the Ecuadorian curriculum for the fourth year of basic education. The student develops reading competence at the levels of literal, inferential and critical-value reading comprehension. This proposal was socialized in the First congress of educational professionalization developed by the UNAE; space in which experiences are shared between actors from different contexts and with the participation of experts on the subject and teachers with extensive work experience. This allowed enriching this project due to several questions raised by the participants.