TIKTOK AND SHORT STORIES: EXPLORING THE POTENTIAL OF SOCIAL MEDI IN LITERARY EDUCATION IN SECONDARY SCHOOLS

Abstract

In the field of literary education, teachers face the challenge of connecting students who have been educated on screens and are accustomed to short, audiovisual content with long, expressive texts. In this vein, TikTok emerges as a tool that, due to its conciseness, creativity, and appeal, can facilitate this connection. The objective of this article was to analyze and explore the didactic and pedagogical potential of TikTok and short narratives to revitalize and transform the literary education of students in secondary education.  The study was developed using a qualitative methodology of bibliographic review of academic documents produced between 2023 and 2024, taking into account contributions from the teaching of literature, theories of new digital media, contemporary narrative theory, and critical pedagogy. identifying current research trends to construct a theoretical framework that favors the orientation of innovative and reflective educational practices. The most relevant results identified a complex and multifaceted scenario: on the one hand, significant opportunities for transformation linked to the creative capacity with which students develop their own narratives on this platform; it should be noted that the inclusion of TikTok in literary education should be understood as a reinforcement of the pedagogical repertoire, not as a replacement for established methodologies, but as an opportunity to connect young people's digital cultures with the educational goals of formal education. On the other hand, it poses substantial pedagogical challenges that need to be addressed through critical and reflective learning processes, which are built on a new conception of short narratives, different from those usually presented in literary texts in secondary education.