Abstract

Reading animation is presented and described as a didactic strategy for the teaching of literature, based on the actions carried out by teachers in formation, in the context of a project of reading development aimed at schoolchildren. The qualitative study involved the design of an appreciation scale for the analysis of 24 videos of reading animations. In the best performances, we analyze the reading autobiographies of the students of pedagogy and the metacognitive reflections arising from this didactic implementation. The results show a high performance in the category “Body Expression” and a lower one for “Didactic Sequence”, from which arises the need to deepen the integration of this strategy in the pedagogical programs. From them autobiographies readers, unpleasant experiences with reading are revealed; nevertheless, in their metacognitions process, the implementation of this didactic strategy in their future practices is projected.