Análisis semiótico de los juegos del hambre para comparar realidades sociopolíticas.

Abstract

The work “The Hunger Games” by Suzanne Collins was analyzed to establish comparisons with the Ecuadorian socio-political reality. The students' lack of critical thinking regarding Ecuador's problems and the non-use of didactic tools for the teaching of semiotics was perceived. It was possible to identify symbols and signs in the work that allowed establishing parallels between the content of the work and Ecuador, the students' perception of their context was diagnosed; also, theories and techniques for the teaching of semiotics were investigated, to later propose a debate as a didactic tool to strengthen critical thinking. The research was based on the contributions of several theoreticians, where Umberto Eco and his study of semiotics and society stood out. This research worked under a mixed approach and an exploratory-descriptive-comparative level, considering the results of the initial survey of students, an interview was conducted with readers of the work, who identified the signs and symbols that the trilogy presents and related them to Ecuador. Subsequently, didactic tools used for the teaching of semiotics were investigated through semi-structured interviews with university literature teachers. The study concluded by demonstrating that the contemporary work is a didactic tool that allows to generate criticism on the sociopolitical realities of Ecuador, by the achievement of semiotics in identifying symbols and signs that create parallels between the dystopian world and reality. Finally, debate is proposed as a didactic tool to foster critical and social awareness in students.