<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000300892</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El uso de Facebook como herramienta pedagógica para mejorar la comprensión lectora en Educación Superior]]></article-title>
<article-title xml:lang="pt"><![CDATA[O uso do Facebook como ferramenta pedagógica para melhorar a compreensão leitora no Ensino Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of Facebook as a pedagogical tool to improve reading comprehension in Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silarayan Ruiz]]></surname>
<given-names><![CDATA[Liliana Abelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[De la Cruz Vila]]></surname>
<given-names><![CDATA[Rosario del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bravo Guevara]]></surname>
<given-names><![CDATA[Dalia Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caballero Montero]]></surname>
<given-names><![CDATA[Beatriz Hortencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Norbert Wiener  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Federico Villarreal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>892</fpage>
<lpage>905</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000300892&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000300892&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000300892&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La pandemia, producto de la COVID-19, generó cambios con respecto a la lectura en el soporte digital. Este soporte permitió la interacción comunicativa de textos multimodales y una red social entre docentes y estudiantes. La presente investigación tuvo como propósito identificar el nivel de comprensión lectora que alcanzaron los jóvenes universitarios en el examen de salida, con la aplicación de textos multimodales en Facebook. La investigación se desarrolló con un enfoque cualitativo, de alcance exploratorio, cuasiexperimental y descriptivo. El método empleado fue inductivo. La muestra estuvo conformada por 186 estudiantes distribuida en tres secciones (A, B y C) de primer ciclo de una universidad privada. Fueron sometidos a dos evaluaciones de comprensión lectora: inicio (prueba objetiva tradicional) y salida (prueba con textos multimodales subidos a una red social). Los hallazgos en la prueba de salida, en los tres niveles, demostraron un resultado satisfactorio de comprensión lectora mediante textos multimodales en Facebook. En conclusión, el uso de este tipo de textos en una red social facilitó una nueva forma de interactuar del estudiante con la lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pandemia, produto da COVID-19, gerou mudanças no que diz respeito à leitura nos meios digitais. Esse suporte permitiu a interação comunicativa de textos multimodais e uma rede social entre professores e alunos. O objetivo desta pesquisa foi identificar o nível de compreensão leitora alcançado por estudantes universitários no vestibular, com a aplicação de textos multimodais no Facebook. A pesquisa foi desenvolvida com abordagem qualitativa, com escopo exploratório, quase-experimental e descritivo. O método utilizado foi o indutivo. A amostra foi composta por 186 alunos distribuídos em três turmas (A, B e C) do primeiro ciclo de uma universidade privada. Eles foram submetidos a duas avaliações de compreensão leitora: inicial (teste objetivo tradicional) e saída (teste com textos multimodais carregados em uma rede social). Os achados no teste de saída, nos três níveis, mostraram um resultado satisfatório de compreensão de leitura por meio de textos multimodais no Facebook. Em conclusão, a utilização deste tipo de textos numa rede social facilitou uma nova forma de interagir com o aluno com a leitura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Before the pandemic, reading was developed through printed texts; however, when virtual education was established, especially at the University level, it required a change in the teaching learning process. This situation raised new expectations regarding the reading of multimodal texts and the interaction of a social network: Facebook. The purpose of this research was to identify the levels of reading comprehension, in the exit exam with the application of multimodal texts in a social network. The research was developed with a qualitative approach, with an exploratory quasi-experimental and descriptive scope. The method used was inductive. The sample consisted of 186 students distributed in three sections (A, B and C) of the first cycle of a private university. They were subjected to two reading comprehension evaluations: beginning (traditional objective test) and exit (test with multimodal texts uploaded on a social network). The findings showed that the exit test with multimodal texts in digital support (Facebook) showed that the students reached a satisfactory level in the three levels of reading comprehension. In conclusion, the use of multimodal texts in a social network facilitated a new way of student interaction with reading.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[Facebook]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[niveles de comprensión]]></kwd>
<kwd lng="es"><![CDATA[texto multimodal]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Facebook]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[níveis de compreensão]]></kwd>
<kwd lng="pt"><![CDATA[texto multimodal]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[Facebook]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[comprehension levels]]></kwd>
<kwd lng="en"><![CDATA[multimodal text]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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