Los Objetivos de Desarrollo Sostenible a través de la novela gráfica en la Educación Superior
Palabras clave:
Objetivos de desarrollo sostenible, desarrollo sostenible, novela gráfica, cómic, enseñanza superior
Resumen
Los objetivos de desarrollo sostenible (SDG), impulsados por Naciones Unidas, presentan una serie de metas a alcanzar en el año 2030. Para la consecución de los SDG es fundamental su incorporación en la enseñanza con el objeto de involucrar a los jóvenes y futuros agentes de cambio en su asimilación y aplicación. Las novelas gráficas, a partir de su análisis crítico, permiten reflexionar sobre un gran número de problemáticas y cómo éstas y los lugares geográficos son representados. Se presenta una actividad docente llevada a cabo en la enseñanza superior, en la que el alumnado examina nueve novelas gráficas con el objeto de analizar, desde una perspectiva geográfica, los diferentes SDG, observando la interrelación e interdependencia entre ellos y los contrastes y similitudes entre “realidad” y ficción. Mediante el análisis de diferentes problemáticas socioeconómicas y socio-ecológicas actuales y su debate en el aula, se desarrolla la capacidad de análisis, reflexión y discusión y se estimula el pensamiento crítico del alumnado desde una perspectiva cercana y creativa. El estudiantado se muestra motivado y satisfecho con la actividad, a pesar de las dificultades para desentrañar las diferentes problemáticas presentes en las novelas gráficas, habiendo incrementado sus conocimientos sobre los SDG, que eran, antes de esta experiencia, prácticamente nulos.
Citas
Annan-Diab, F. y Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15, 73-83. doi: 10.1016/j.ijme.2017.03.006
Avelar, A.B.A, da Silva-Oliveira, K.D y da Silva, R. (2019). Education for advancing the implementation of the Sustainable Development Goals: A systematic approach. International Journal of Management Education, 17 (3), 100322. doi: 10.1016/j.ijme.2019.100322
Bakis, M. (2014). The Graphic Novel Classroom: POWerful Teaching and Learning with Images. Skyhorse Publishing.
Bolton-Gary, C. (2012). Connecting through comics: expanding opportunities for teaching and learning. US-China Education Review B, 4, 389-395. Recuperado a partir de https://files.eric.ed.gov/fulltext/ED533545.pdf
Brozo, W.G., Moorman, G. y Meyer, C.K. (2014). Wham!: teaching with graphic novels across the curriculum. Teacher College Press.
Caglar Basol, H. y Sarigul, E. (2013). Replacing Traditional Texts with Graphic Novels at EFL Classrooms. Procedia - Social and Behavioral Sciences, 70, 1621-1629, doi: 10.1016/j.sbspro.2013.01.231.
Chowdhury, T.B.M., Holbrook, J. y Rannikmäe, M. (2020). Addressing sustainable development: promoting active informed citizenry through trans-contextual science education. Sustainability, 12, 32-59. doi: 10.3390/su12083259
Cooper, S., Nesmith, S. y Schwarz, G. (2011). Exploring graphic novels for elementary science and mathematics. Research Journal of the American Association of School Librarians, 14, 17 p. Recuperado a partir de http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol14/SLR_ExploringGraphicNovels_V14.pdf
Cotten, S.R. y Wilson, B. (2006). Student-faculty interactions: dynamics and determinants. Higher Education, 51, 487-516. doi: 10.1007/s10734-004-1705-4
Crespo, B., Míguez-Álvarez, C., Arce, M.E., Cuevas, M. y Míguez, J.L. (2017). The Sustainable Development Goals: an experience on higher education. Sustainability, 9, 13-53. doi: 10.3390/su9081353
Cromer, M. y Clark, P. (2007). Getting graphic with the Past: Graphic novels and the teaching of History. Theory and Research in Social Education, 35 (4), 574-591. Recuperado a partir de http://edci5264summeri2010.pbworks.com/f/Getting+Graphic+with+the+Past.pdf
Dale, A. y Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education, 6 (4), 351-362. doi: 10.1108/14676370510623847
Decker, A.C. y Castro, M. (2012). Teaching History with comic books: a case study of violence, war, and the graphic novel. The History Teacher, 45 (2), 169-187. Recuperado a partir de https://core.ac.uk/download/pdf/193104153.pdf
Eagan, P., Cook, T. y Joeres, E. (2002). Teaching the importance of culture and interdisciplinary education for sustainable development. International Journal of Sustainability in Higher Education, 3 (1), 48-66. doi: 10.1108/14676370210414173
Fischbach, S. (2015). Ethical efficacy as a measure of training effectiveness: an application of the graphic novel case method versus traditional written case study. Journal of Business Ethics, 128 (3), 603-615. doi: 10.1007/s10551-014-2118-7
Freire, P. (2009). La educación como práctica de la libertad. Siglo XXI Editores.
Gill, J.C. (2017). Geology and the Sustainable Development Goals. Episodes, 40 (1), 70-76. doi: 10.18814/epiiugs/2017/v40i1/017010
Griffith, P.E. (2010). Graphic novels in the Secondary Classroom and School Libraries. Journal of Adolescent & Adult Literacy, 54 (3), 181-189. doi: 10.1598/JAAL.54.3.3
Hall, J. R. (2011). Books worth reading. Change: The Magazine of Higher Learning 43 (2), 39–43. doi: 10.1080/00091383.2013.787268
Howlett, C., Ferreira, J.A. y Bloomflied, J. (2016). Teaching sustainable development in Higher Education: building critical, reflective thinking through an interdisciplinary approach. International Journal of Sustainability in Higher Education, 17 (3), 305-321. doi: 10.1108/IJSHE-07-2014-0102
Kukkonen, K. (2013). Studying Comics and Graphic Novels. Wiley-Blackwell.
Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Veiga Ávila, L., Londero Brandli, L, Molthan-Hill, P., Pace, P., Azeiteiro, U., Ruiz Vargas, V. y Calero, S. (2019). Sustainable Development Goals and sustainability teaching at universities: falling behind or getting ahead of the pack? Journal of Cleaner Production, 323, 285-294. doi: 10.1016/j.jclepro.2019.05.309
Liberto, J.K. (2012). Students and graphic novels: how visual aid in literary term recall and students perceptions of the tools. [Education Masters. Paper 2010. St. John Fischer College Digital Publications]. Recuperado a partir de https://fisherpub.sjfc.edu/education_ETD_masters/210
Meadows, M.E. (2020). Geography education for sustainable development. Geography and Sustainability, 1, 88-92. doi: 10.1016/j.geosus.2020.02.001
Meyers, E.A. (2013). Theory, technology and creative practice: using Pixton comics to teach communication theory. Communication Teacher, 28, 32-38. doi: 10.1080/17404622.2013.839051
Muzumdar, J. (2016). An Overview of Comic Books as an Educational Tool and Implications for Pharmacy. Innovations in Pharmacy, 7 (4), Article 1. doi: 10.24926/iip.v7i4.463
Nolasco, J. (2012). El cuento, herramienta didáctica en las ciencias sociales. Eutopía 17, 71-75. Recuperado a partir de http://www.revistas.unam.mx/index.php/eutopia/article/view/42224
O’English, L., Gregory Matthews, J. y Blakesley Lindsay, E. (2006). Graphic Novels in Academic Libraries: From Maus to Manga and Beyond. The Journal of Academic Librarianship, 32 (2), 173–182. doi: 10.1016/j.acalib.2005.12.002
Palma Valenzuela, A. y Cambil Hernández, M.E. (2019). La novela histórica y el desarrollo de la competencia espacial y temporal. En: A.M. Hernández Carretero (Coord.) Estrategias y recursos didácticos para la enseñanza de las Ciencias Sociales (pp. 19-35). Ediciones Pirámide
Petit Pérez, M.F. y Solbes Matarredona, J. (2012). La ciencia ficción y la enseñanza de las ciencias. Enseñanza de las Ciencias, 30 (2), 55-72. Recuperado a partir de https://raco.cat/index.php/Ensenanza/article/view/254503
Prats, J. (2000). Disciplinas e interdisciplinariedad: el espacio relacional y polivalente de los contenidos de la Didáctica de las Ciencias Sociales. Íber: Didáctica de las Ciencias Sociales, Geografía e Historia, 24, 7-18
Rocamora-Pérez, P., López-Liria, R., Aguilar-Parra, J.M., Padilla-Góngora, D., Díaz-López, M.P. y Vargas-Muñoz, M.E. (2017). The Graphic Novel as an Innovative Teaching Methodology in Higher Education: Experience in the Physiotherapy Degree Program at the University of Almeria. Procedia - Social and Behavioral Sciences, 237, 1119-1124. doi: 10.1016/j.sbspro.2017.02.165
Sachs, J.D. (2012). From Millennium Development Goals to Sustainable Development Goals. The Lancet, 379, 2206-2211. doi: 10.1016/S0140-6736(12)60685-0
Saitua, I. (2018). La enseñanza de la historia a través de la novela gráfica: una estratégica de aprendizaje emergente. Didácticas Específicas, 18, 65-87. Recuperado a partir de https://revistas.uam.es/didacticasespecificas/article/view/8924
SDSN Australia/Pacific. (2017). Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. Australia, New Zealand and Pacific Edition. Sustainable Development Solutions Network Recuperado a partir de http://ap-unsdsn.org/wp-content/uploads/University-SDG-Guide_web.pdf
Senior, K. y Hill, B. (2016). Teaching to Learn. A graphic Novel. Sense Publishers.
Shawe, R., Horan, W., Moles, R. y O’Regan, B. (2019). Mapping sustainability policies and initiatives in higher education institutes. Environmental Science and Policy, 99, 80-88. doi: 10.1016/j.envsci.2019.04.015
Silva, A.B., Santos, G.T y Bispo, A.C.K.A. (2017). The comics as teaching strategy in learning of students in an undergraduate management program. RAM, Revista de Administraçao Mackenzie, 18, 40-65. doi: 10.1590/1678-69712017/administracao.v18n1p40-65
Short, J. C., Randolph-Seng, B., y McKenny, A. F. (2013). Graphic Presentation: An Empirical Examination of the Graphic Novel Approach to Communicate Business Concepts. Business Communication Quarterly, 76 (3), 273–303. doi: 10.1177/1080569913482574
Strong Hansen, K. (2012). In defense of graphic novels. English Journal, 102, 57-63.
UNESCO. (2017). Education for sustainable development goals: learning objectives. UNESCO. Recuperado a partir de https://unesdoc.unesco.org/ark:/48223/pf0000247444
Zamora-Polo, F. y Sánchez-Martín, J. (2019). Teaching for a better world. Sustainability and Sustainable Development Goals in the construction of a change-maker university. Sustainability, 11, 4224. doi: 10.3390/su11154224
Avelar, A.B.A, da Silva-Oliveira, K.D y da Silva, R. (2019). Education for advancing the implementation of the Sustainable Development Goals: A systematic approach. International Journal of Management Education, 17 (3), 100322. doi: 10.1016/j.ijme.2019.100322
Bakis, M. (2014). The Graphic Novel Classroom: POWerful Teaching and Learning with Images. Skyhorse Publishing.
Bolton-Gary, C. (2012). Connecting through comics: expanding opportunities for teaching and learning. US-China Education Review B, 4, 389-395. Recuperado a partir de https://files.eric.ed.gov/fulltext/ED533545.pdf
Brozo, W.G., Moorman, G. y Meyer, C.K. (2014). Wham!: teaching with graphic novels across the curriculum. Teacher College Press.
Caglar Basol, H. y Sarigul, E. (2013). Replacing Traditional Texts with Graphic Novels at EFL Classrooms. Procedia - Social and Behavioral Sciences, 70, 1621-1629, doi: 10.1016/j.sbspro.2013.01.231.
Chowdhury, T.B.M., Holbrook, J. y Rannikmäe, M. (2020). Addressing sustainable development: promoting active informed citizenry through trans-contextual science education. Sustainability, 12, 32-59. doi: 10.3390/su12083259
Cooper, S., Nesmith, S. y Schwarz, G. (2011). Exploring graphic novels for elementary science and mathematics. Research Journal of the American Association of School Librarians, 14, 17 p. Recuperado a partir de http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol14/SLR_ExploringGraphicNovels_V14.pdf
Cotten, S.R. y Wilson, B. (2006). Student-faculty interactions: dynamics and determinants. Higher Education, 51, 487-516. doi: 10.1007/s10734-004-1705-4
Crespo, B., Míguez-Álvarez, C., Arce, M.E., Cuevas, M. y Míguez, J.L. (2017). The Sustainable Development Goals: an experience on higher education. Sustainability, 9, 13-53. doi: 10.3390/su9081353
Cromer, M. y Clark, P. (2007). Getting graphic with the Past: Graphic novels and the teaching of History. Theory and Research in Social Education, 35 (4), 574-591. Recuperado a partir de http://edci5264summeri2010.pbworks.com/f/Getting+Graphic+with+the+Past.pdf
Dale, A. y Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education, 6 (4), 351-362. doi: 10.1108/14676370510623847
Decker, A.C. y Castro, M. (2012). Teaching History with comic books: a case study of violence, war, and the graphic novel. The History Teacher, 45 (2), 169-187. Recuperado a partir de https://core.ac.uk/download/pdf/193104153.pdf
Eagan, P., Cook, T. y Joeres, E. (2002). Teaching the importance of culture and interdisciplinary education for sustainable development. International Journal of Sustainability in Higher Education, 3 (1), 48-66. doi: 10.1108/14676370210414173
Fischbach, S. (2015). Ethical efficacy as a measure of training effectiveness: an application of the graphic novel case method versus traditional written case study. Journal of Business Ethics, 128 (3), 603-615. doi: 10.1007/s10551-014-2118-7
Freire, P. (2009). La educación como práctica de la libertad. Siglo XXI Editores.
Gill, J.C. (2017). Geology and the Sustainable Development Goals. Episodes, 40 (1), 70-76. doi: 10.18814/epiiugs/2017/v40i1/017010
Griffith, P.E. (2010). Graphic novels in the Secondary Classroom and School Libraries. Journal of Adolescent & Adult Literacy, 54 (3), 181-189. doi: 10.1598/JAAL.54.3.3
Hall, J. R. (2011). Books worth reading. Change: The Magazine of Higher Learning 43 (2), 39–43. doi: 10.1080/00091383.2013.787268
Howlett, C., Ferreira, J.A. y Bloomflied, J. (2016). Teaching sustainable development in Higher Education: building critical, reflective thinking through an interdisciplinary approach. International Journal of Sustainability in Higher Education, 17 (3), 305-321. doi: 10.1108/IJSHE-07-2014-0102
Kukkonen, K. (2013). Studying Comics and Graphic Novels. Wiley-Blackwell.
Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Veiga Ávila, L., Londero Brandli, L, Molthan-Hill, P., Pace, P., Azeiteiro, U., Ruiz Vargas, V. y Calero, S. (2019). Sustainable Development Goals and sustainability teaching at universities: falling behind or getting ahead of the pack? Journal of Cleaner Production, 323, 285-294. doi: 10.1016/j.jclepro.2019.05.309
Liberto, J.K. (2012). Students and graphic novels: how visual aid in literary term recall and students perceptions of the tools. [Education Masters. Paper 2010. St. John Fischer College Digital Publications]. Recuperado a partir de https://fisherpub.sjfc.edu/education_ETD_masters/210
Meadows, M.E. (2020). Geography education for sustainable development. Geography and Sustainability, 1, 88-92. doi: 10.1016/j.geosus.2020.02.001
Meyers, E.A. (2013). Theory, technology and creative practice: using Pixton comics to teach communication theory. Communication Teacher, 28, 32-38. doi: 10.1080/17404622.2013.839051
Muzumdar, J. (2016). An Overview of Comic Books as an Educational Tool and Implications for Pharmacy. Innovations in Pharmacy, 7 (4), Article 1. doi: 10.24926/iip.v7i4.463
Nolasco, J. (2012). El cuento, herramienta didáctica en las ciencias sociales. Eutopía 17, 71-75. Recuperado a partir de http://www.revistas.unam.mx/index.php/eutopia/article/view/42224
O’English, L., Gregory Matthews, J. y Blakesley Lindsay, E. (2006). Graphic Novels in Academic Libraries: From Maus to Manga and Beyond. The Journal of Academic Librarianship, 32 (2), 173–182. doi: 10.1016/j.acalib.2005.12.002
Palma Valenzuela, A. y Cambil Hernández, M.E. (2019). La novela histórica y el desarrollo de la competencia espacial y temporal. En: A.M. Hernández Carretero (Coord.) Estrategias y recursos didácticos para la enseñanza de las Ciencias Sociales (pp. 19-35). Ediciones Pirámide
Petit Pérez, M.F. y Solbes Matarredona, J. (2012). La ciencia ficción y la enseñanza de las ciencias. Enseñanza de las Ciencias, 30 (2), 55-72. Recuperado a partir de https://raco.cat/index.php/Ensenanza/article/view/254503
Prats, J. (2000). Disciplinas e interdisciplinariedad: el espacio relacional y polivalente de los contenidos de la Didáctica de las Ciencias Sociales. Íber: Didáctica de las Ciencias Sociales, Geografía e Historia, 24, 7-18
Rocamora-Pérez, P., López-Liria, R., Aguilar-Parra, J.M., Padilla-Góngora, D., Díaz-López, M.P. y Vargas-Muñoz, M.E. (2017). The Graphic Novel as an Innovative Teaching Methodology in Higher Education: Experience in the Physiotherapy Degree Program at the University of Almeria. Procedia - Social and Behavioral Sciences, 237, 1119-1124. doi: 10.1016/j.sbspro.2017.02.165
Sachs, J.D. (2012). From Millennium Development Goals to Sustainable Development Goals. The Lancet, 379, 2206-2211. doi: 10.1016/S0140-6736(12)60685-0
Saitua, I. (2018). La enseñanza de la historia a través de la novela gráfica: una estratégica de aprendizaje emergente. Didácticas Específicas, 18, 65-87. Recuperado a partir de https://revistas.uam.es/didacticasespecificas/article/view/8924
SDSN Australia/Pacific. (2017). Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. Australia, New Zealand and Pacific Edition. Sustainable Development Solutions Network Recuperado a partir de http://ap-unsdsn.org/wp-content/uploads/University-SDG-Guide_web.pdf
Senior, K. y Hill, B. (2016). Teaching to Learn. A graphic Novel. Sense Publishers.
Shawe, R., Horan, W., Moles, R. y O’Regan, B. (2019). Mapping sustainability policies and initiatives in higher education institutes. Environmental Science and Policy, 99, 80-88. doi: 10.1016/j.envsci.2019.04.015
Silva, A.B., Santos, G.T y Bispo, A.C.K.A. (2017). The comics as teaching strategy in learning of students in an undergraduate management program. RAM, Revista de Administraçao Mackenzie, 18, 40-65. doi: 10.1590/1678-69712017/administracao.v18n1p40-65
Short, J. C., Randolph-Seng, B., y McKenny, A. F. (2013). Graphic Presentation: An Empirical Examination of the Graphic Novel Approach to Communicate Business Concepts. Business Communication Quarterly, 76 (3), 273–303. doi: 10.1177/1080569913482574
Strong Hansen, K. (2012). In defense of graphic novels. English Journal, 102, 57-63.
UNESCO. (2017). Education for sustainable development goals: learning objectives. UNESCO. Recuperado a partir de https://unesdoc.unesco.org/ark:/48223/pf0000247444
Zamora-Polo, F. y Sánchez-Martín, J. (2019). Teaching for a better world. Sustainability and Sustainable Development Goals in the construction of a change-maker university. Sustainability, 11, 4224. doi: 10.3390/su11154224
Publicado
2021-09-30
Cómo citar
Gallardo, M., & Garcia-Reyes, D. (2021). Los Objetivos de Desarrollo Sostenible a través de la novela gráfica en la Educación Superior. REIDICS. Revista De Investigación En Didáctica De Las Ciencias Sociales, (9), 97-114. https://doi.org/10.17398/2531-0968.09.97
Sección
Monográfico
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