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The cartoon after a time of ostracism is occupying a prominent place in the pedagogical processes; however, in the Ecuadorian educational context, limitations are still observed. This study aims to update the knowledge on the inclusion of the story in the teaching-learning process of history and contribute through its disclosure to reverse this situation. The authors studied agree that the culture of the image that the current society experiences has favored its approach to the educational context, revaluing its educational potentials confirming the category of teaching medium; fulfills the functions: didactic, communicative and critical. Its use as a powerful didactic, methodological and pedagogical resource is justified in that historical ideas are easily associated with visual representations, the description and information is captured in the subconscious of the reader, which allows its subsequent analysis and learning.

The comic strips have been introduced into the world of history as a didactic resource for their learning; However, there are still shortcomings in their use by teachers, motivated on many occasions due to lack of knowledge and insufficient methodological preparation; The purpose of this work is to socialize knowledge related to these didactic resources to contribute to the didactic-methodological enrichment of the teacher, in order to change this attitude. The methodological strategy responds to the quantitative-qualitative paradigm; in the collection of the information a participant observation guide was used to the history classes and interview to a sample of 9 teachers of Third Degree of the schools of the city of Machala randomly selected. We recorded the observations of the knowledge acquired by the 98 students who received the classes mediated by comic strips, which allowed us to conclude that comics for the teaching and learning of History constitute a powerful didactic resource.