Diseño y validación de estrategias didácticas para la implementación de la alfabetización visual en educación media superior
DOI:
https://doi.org/10.54167/rei.v2i2.1744Keywords:
Lecturabilidad icónica, Alfabetización visual, Alfabetización informacional, Imagen, Nuevas estrategias de enseñanza, Estudiantes de Educación Media SuperiorAbstract
This thesis is based on the current problem where a visual dependence is observed, which is increasing, since society has a greater capacity for instantaneous and universal communication, where visual reading takes on a notable role, especially in young populations that are they unconsciously delve into iconic language and, therefore, demand that educational systems must address the didactic problems that image treatment requires. For this purpose, it was proposed as a general objective of this research, to design didactic strategies that allow visual literacy, having as participants, 45 students of upper secondary education studying the first semester, in the city of Chihuahua, Mexico. The methodology that characterizes this thesis focuses on a qualitative approach and an interpretive paradigm, applying as the main method, action research in three moments of action: (1) application of a first questionnaire for diagnostic purposes to identify the level of reading comprehension of iconic texts; (2) delivery of three workshops to obtain proficiency in iconic reading on development of intellectual capacities, development of affective capacities, and development of aesthetic and psychomotor capacities; and (3) application of a second questionnaire for the purpose of observing change after the workshops were given; Alternatively, some complementary techniques were used, such as: follow-up evaluation, field diary, participatory observation and semi-structured interview with the group teacher to learn about their beliefs, opinions and experiences on visual literacy. The main findings of the research are focused on the analysis of results, which allowed us to observe behaviors that denote the presence of visual literacy in upper secondary education students, as well as, based on the training offered, observe an ordering in the forms of reaction to new situations related to iconic reading, in addition to concluding that the development of this type of competences contribute to the critical sense of understanding and composition of visual representations in all educational stages and demand the preparation of teachers as a fundamental condition on the new forms teaching.
, alfabetización visual, imagen, nuevas estrategias de enseñanza, estudiantes de educación media superior.
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