Tiktok y su narrativa audiovisual: una estrategia didáctica para el fortalecimiento de la comprensión e interpretación textual.

Abstract

TikTok and its audiovisual narrative is a didactic that favors the processes of textual understanding and interpretation in the Spanish language area due to its great reception in the youth population, its content and format adapts to teaching and becomes a means to build and learn new knowledge. Therefore, the research objective is to improve reading competence in schoolchildren through the audiovisual format of TikTok, the present study is carried out at the Fe y Alegría Integrated School in tenth grade students through a mixed research approach with the purpose of carrying out a complete understanding and assessment of the shortcomings of young people's reading comprehension from a numerical perspective that contemplates qualitative aspects. The inclusion of TikTok in the classroom is a tool that allows you to stimulate communication skills: writing, listening, speaking and reading, therefore, the learning dynamics contemplates the strengthening of said skills simultaneously, since, being a receiver as well as a creator of content in this social network implies putting communication skills into practice. Consequently, the proposal implies a didactics of the language that encompasses the premises of knowing and knowing how to do, that is, articulating knowledge to put it into practice, for this reason, the activities and workshops present in this strategy contemplate a phase of conceptualization and a practice that involves creating a TikTok through the guidance of the teacher and the skills acquired to do it, consequently, the role of creation is a quality that TikTok fosters, which results in constructivist learning that encourages and motivates the student to build their material audiovisual.