| Summary: | The present article aims to take a reflective look about the conceptualisation of transmedia literacy (TA) that enables tensions and problematisations from the critical-social research paradigm, with the support of the historical-hermeneutic paradigm from the methodology of critical qualitative analysis, using the technique of documentary review. The categories analysed were: 1) end of the dialogue on TA, 2) conceptual uses within TA, 3) the student’s conception of TA, 4) how TA is assumed by educators, and 5) practices carried out by students in TA. As a result of the reflective analysis, some problematic theoretical aspects on the conceptualisation of the learner and his tasks, some missing changes in the approach to ECI, and the deficient role of the educator and family members in ECI were found in some theoretical aspects. On the other hand, difficulties were discovered in the assumption of TA of a positivist instrumental type in educational theory and experiences. Finally, student’s practices were found to hinder education through ECI.
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