Storytelling for teenage learning in conflict with the law: a transdisciplinary approach to innovation in the context of socio-educational measures

Abstract

This article deals with research that proposes the use of narrative-transmedia pedagogy as an innovative approach to learning for adolescents in conflict with the law, creating opportunities for them to develop skills that will enable them to build their future. From the perspective that institutions destined for internment should not be spaces of seclusion, punishment and violence, but need to become educational units, part of the finding of the insufficiency and inadequacy of the current educational system, which does not take into account reality, subjectivity and the interests of adolescents, nor does it contemplate prospects for their future after hospitalization. Based on constructivist assumptions, it presents a systematic review of the literature on transversal forms of care for adolescents undergoing socio-educational internment measures with themes related to transmedia storytelling (transmedia narrative) or systemic design. In the end, it proposes the use of transmedia pedagogy for the characteristics that allow a real protagonism and engagement of adolescents, as well as the continuity of the learning process beyond the time of hospitalization, respecting their condition as subjects in development.