Scroll, click y resistencia: artivismo digital y pedagogía afectiva en la era de los memes

This critical essay examines the potential of digital artivism as a pedagogical tool in the teaching of design and visual communication through the analysis of six social media accounts that intertwine visual narratives, activism, and media literacy strategies. The study is situated within the paradigms of critical and affective pedagogy (Freire, 1970/2014; Giroux, 1992; hooks, 2021) and is further enriched by recent contributions on digital activism and critical visual literacy (Blaagaard & Roslyng, 2022; Hellman, & Häikiö, 2024). It is also grounded in the concept of the expanded classroom (Scolari, 2015, 2021), understood as the integration of digital environments with both formal and informal learning practices. The selection of cases was based on their educational or political intent, as well as on the diversity of formats and their potential to foster critical reflection. The analysis is structured around three modes of interaction with teaching: autonomous engagement, deliberate integration, and incidental learning; each correlated with three pedagogical levels: extramural visual formation, critical analysis in the classroom, and the use of digital resources as didactic material. The essay argues for the urgent need of a mediating teaching role capable of contextualizing and re-signifying these practices in order to strengthen visual literacy and critical thinking within contemporary cultural languages.