FROM HUMOR TO KNOWLEDGE: MEMES AS A PEDAGOGICAL TOOL IN CONTEMPORARY EDUCATIONAL CONTEXTS.

Abstract

This paper examines the pedagogical potential of memes as a teaching tool in education in the digital age. Its relevance lies in the articulation of visual language, a characteristic feature of digital ecosystems, into the teaching-learning process, particularly from the perspective of meaningful learning. Regarding the methodology, the study is based on a literature review of various authors and their perspectives on the use of memes in pedagogy. These authors not only validate each other but also provide an opportunity to contrast diverse viewpoints on their use. The findings demonstrate that memes can enhance student motivation, participation, and comprehension of scientific content, as well as foster critical thinking, by addressing complex topics through contexts in which the student is immersed. The teacher's role in guiding the appropriate use of this tool is also highlighted. Finally, the document presents memes not as superficial or trivial, but rather as an innovative tool that fosters learning environments that are more relevant to the student, since it contextualizes the information intended to be conveyed.