MEMES AS A DIDACTIC RESOURCE TO PROMOTE PUBLIC OPINION EXPRESSION IN THE CLASSROOM
Abstract
This research aimed to analyze the use of memes as a didactic resource to promote public opinion expression in the classroom, identifying their influence on learning. The study was developed using a quantitative approach, with a descriptive cross-sectional design, allowing us to understand students' perceptions of incorporating memes into the teaching-learning process. A structured survey with ten items organized into two dimensions was applied: memes as a didactic resource and memes as a means for expressing public opinion. The survey was used as the data collection technique, and a Likert-scale questionnaire was used as the instrument. The results showed a high acceptance of the use of memes as a pedagogical strategy, highlighting that the majority of students believe they foster interest in learning, energize classes, facilitate content comprehension, strengthen participation, and promote respectful debate and the free expression of opinions within the classroom. In conclusion, memes represent an innovative resource that contributes to meaningful learning and the development of communicative and critical thinking skills. It is recommended that this resource be incorporated in a planned manner into teachers' methodological strategies, accompanied by pedagogical guidelines that ensure its ethical and creative use, aligned with educational objectives, thus strengthening students' active participation and civic education.