Promovido por:
https://orcid.org/0009-0007-5240-4014
https://orcid.org/0000-0003-4973-7583
https://orcid.org/0000-0002-3559-4318
Número del Artículo
Vol. 4 Núm. 1 (2026)
ISSN: 2792-9280
Publicado: 2026-06-13
Este estudio compara la eficacia de documentales y vídeos de Instagram como herramientas de educomunicación para la enseñanza de la narrativa palestina en el ámbito universitario. En un contexto marcado por la saturación digital y la hegemonía de los algoritmos que actúan como “guardianes” de la información, el estudio examina cómo las diferentes lógicas mediáticas configuran la adquisición de conocimientos, las percepciones de credibilidad y la memoria histórica de la Generación Z. Mediante un enfoque de métodos mixtos, se diseña una intervención pedagógica para estudiantes universitarios de Comunicación, estructurada en tres sesiones que constituyen tres fases de implementación: actividades previas al visionado, visionado comparativo y actividades posteriores al visionado centradas en el aprendizaje activo. El marco teórico integra educomunicación, aprendizaje informal y teoría poscolonial para examinar la transición de los “archivos de resistencia” cinematográficos a las “patrias digitales” de las redes sociales, incluyendo el impacto de la Inteligencia Artificial (IA). Los resultados esperados sugieren que, mientras que los documentales proporcionan una mayor profundidad contextual y coherencia narrativa, los vídeos de Instagram facilitan un alto nivel de implicación emocional y una accesibilidad inmediata, aunque con el riesgo de fragmentar el conocimiento histórico. El estudio concluye que la alfabetización mediática crítica es esencial para que los estudiantes identifiquen los sesgos algorítmicos y protejan la soberanía narrativa frente al borrado colonial. Los resultados ofrecen un modelo pedagógico replicable para utilizar los medios de comunicación como laboratorios para la justicia social y el empoderamiento político.
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