A escuta de podcast nas aulas de Língua Portuguesa no ensino médio em uma escola pública de Minas Gerais

Abstract

With the advancement of technologies in education, new resources have been incorporated to enrich the teaching–learning process. Among these innovations, podcasts have emerged as a promising pedagogical material, offering new possibilities to engage and motivate students in Basic Education. The general objective of this study is to analyze podcasts as a pedagogical resource, focusing on identifying experiences and best practices based on a project applied in the classroom. The specific objectives are: to examine the different contexts and approaches to the use of podcasts in Basic Education teaching; to identify the main pedagogical practices associated with the use of podcasts and to evaluate the effectiveness of these practices in student engagement and learning; to explore emerging trends and future implications of podcast use in Basic Education, based on evidence from the reviewed studies; and to assess students’ perceptions, in practice, of the use of podcasts in Portuguese language classes as a teaching resource and their contribution to the teaching–learning process. To achieve these objectives, an applied research project was carried out, involving the development of a project in which podcasts were used as a pedagogical resource in Portuguese language classes with high school students. This study is characterized as a literature review with a qualitative approach, whose methodology included a bibliographic survey resulting in the selection of articles available in the CAPES journal database, as well as applied research, in which it was possible to explore the execution of activities carried out in the classroom, enabling the evaluation of results and the perceived effects on student learning. The theoretical foundation is based on the National Common Curricular Base (BNCC, 2018) and on authors who discuss the use of podcasts in the educational context, such as Abreu (2021), Aguiar and Antunes (2023), Almeida and Peixoto (2023), Brito and Costa-Maciel (2023), Burger, Massário and Ghisleni (2023), Farias and Meneses (2022), Ferreira Júnior et al. (2023), Freire (2013), Guerreiro (2020), Herschmann and Kischinhevsky (2008), Kurrle (2021), Martins and Bonfim (2022), Martins et al. (2023), Neder (2019), Paula (2010), Perillo and Ferraz (2023), Primo (2005; 2024), Rodrigues, Brettas and Pereira (2021), Souza (2024), Teixeira and Silva (2010) and Yoshimoto (2020). These studies made it possible to identify concepts and ways of using podcasts in pedagogical practice. Through the applied research, a didactic sequence proposed by Schneuwly, Dolz and Noverraz (2004) was used in practice, with the aim of planning and implementing the project “Podcast in the Classroom.” The results indicated that podcasts can be used as a pedagogical resource in the educational process, contributing to the fulfillment of the curricular objectives of the Portuguese language subject, especially by enabling students to understand different textual genres. In addition, a variety of practices involving podcasts were developed, ranging from learning about content production to creating students’ own episodes. It is concluded that podcasts are an effective pedagogical resource for working on different Portuguese language topics, such as “Cohesion and Coherence,” promoting a dynamic and engaging learning environment. The use of this resource in Basic Education shows promising trends, but also highlights the need for further studies on best practices. The growing adoption of podcasts, as pointed out by the literature, suggests that this is a pedagogical resource with great potential, capable of transforming the way educational content is presented and reinterpreted by students.