The present dissertation approaches on reflections on the teaching of Spanish Language in Cyberculture, which were based on a proposal for the teaching of Spanish language during the course entitled Frida Kahlo: from screens to transmedia narratives, situated in the Teaching area, in the line Research Methodological Innovations in Higher Education (INOVAMES), of the Postgraduate Course Creativity and Innovations in Higher Education Methodologies (PPGCIMES). In this narrative methodological perspective work (PRADO, SOLIGO, SIMAS, 2021) in three dimensions and in perspective: Firstly in the essay text, through the construction of a creative narrative, Frida Kahlo is sent to the 21st century and meets a young teacher -researcher facing the following question: in what aspects do activities involving cyberculture and language teaching contribute to the professional development of future Spanish Language teachers based on a creative proposal for training in cyberculture? Secondly, a course is built through the narrative methodology bringing Frida Kahlo, Pierre Lévy, Pablo Neruda, Jorge Luis Borges, Gabriel Garcia Marques as characters that will compose the second dimension of the creative narrative that is consolidated in the construction of the Frida Kahlo course: from screens to transmedia narratives. Finally, in the third dimension of the narrative, it continues with the theoretical contribution of Paulino and Maria (2010), Cosson (2016), Soares (2017), Costa and Moraes (2014), Lubart (2007), Barbosa (2014), Lévy (2014), 2000), Debald (2020), Geraldi (1996), Bakhtin (1993), among others. Concluding, in the third dimension of the narrative, the researcher meets with other students and teachers in training and, through the sharing of their narratives, investigates and narrates the teaching training processes, which corroborates the consolidation of the course based on creativity, innovation, cyberculture and foreign language teaching.
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