EDUCATIONAL APPROACH IN THE LIGHT OF NEW NARRATIVE FORMATS

The aim of this article is to propose an argument which acknowledges examine the social and educational reality being developed in the second decade of the twenty-first century. We are aware of the transformations that the text is going through, above all, in the format in which it is transmitted. This fact overwhelmingly affects reading, because people face new narrative formats which entail greater challenges in the access to knowledge. In this contribution we will carry out a review of those media that offer new narrative formats and we will try to identify their influence on the development of the reader. We will examine such questions as: Is it necessary for educational institutions and curricula to adapt to this new era in terms of the promotion of reading? Do these new narrative formats represent new values? Or, Do these new narrative formats generate new ways of seeing and understanding reality? From the main argument of this article we will try to answer these questions considering a theoretical-practical background which is linked with the teaching of language and literature, and with the critical perspective of education, arguing for critical thinking and autonomy in the access to knowledge.