O design de oficina pedagógica para o uso de podcast como material midiático-educacional para alunos do curso de Licenciatura Letras-Língua Inglesa

Abstract

Digital information and communication technologies (DICTs) have significantly transformed education, requiring teachers to integrate technological resources into their teaching practices. Given this scenario and the growth in podcast consumption, this research investigates the potential of this digital media as a media-educational resource in the initial training of English language teachers. This research is based on three axes: pedagogical workshops, podcasts from a digital media perspective and podcasts in teaching and learning. The following authors make up the theoretical framework of this dissertation on the axis of pedagogical workshops: Barros, Souza and Machado (2023), Cardoso et al. (2017), Fava (2024), Franco (2016), Freire (2021), Jesus and Ribeiro (2021), Lopes (2009), Piaviani and Fontana (2009), Santos et al. (2022) and Silva (2009). For the podcast axis from a digital media perspective, the authors are: Aguiar in Maciel (2014), Barbosa et al. (2008), Bontempo (2021), Buckingham (2022), Edirisingha and Salmon (2009), Kenski (2008), Matias (2020), Oliveira and Lacerda (2023) and Resultado Global (2023). Under the podcasts in teaching and learning axis, the authors are: Andrade (2023), Barreto (2023), Barros, Souza and Machado (2023), Brasil (2018), Buckingham (2022), Fava (2024), Kenski (2003), Malheiro et al. (2023), Marcon et al. (2021), Matias (2020), Saidelles (2020), Soares (2017) and Souza-Neto and Mendes (2017). The overall aim of the study is to present an educational product aimed at designing a pedagogical workshop to foster reflective and active practices in English language teaching through podcasts. The overall aim of the study is to present an educational product aimed at designing a pedagogical workshop to foster reflective and active practices in English language teaching through podcasts. The specific objectives include the systematic organization of the workshop modules, the promotion of reflective and active practices in teacher training and the contextualization of theoretical and practical knowledge for the praxis of the teacher in training. The methodology adopted followed a qualitative approach, using the case study as the main method. For data collection, questionnaires were administered to the participants of the pedagogical workshop, as well as a bibliographical survey on the use of podcasts in education. The pedagogical workshop was structured into seven modules, covering everything from basic concepts to recording and producing podcasts, totaling 25 hours of activities, 18 hours of which were face-to-face and 7 hours asynchronous. The educational product was validated in two stages: through questionnaires answered by the workshop participants and by a panel of experts in English teaching and digital technologies. The results indicate that the pedagogical workshop contributed significantly to the development of teaching skills, broadening the understanding of the use of podcasts as a media-educational resource. Data analysis revealed that the experience of creating and evaluating podcasts provided an interactive and collaborative environment, favoring the autonomy of future teachers. In addition, the experts on the panel confirmed the relevance and applicability of the educational product in question, highlighting the relevance of the approach adopted. We conclude that the pedagogical workshop developed fulfills its purpose of integrating podcasts into English teaching, promoting innovative and reflective practices in initial teacher training. As such, this research contributes to expanding the pedagogical repertoire aimed at teacher training, strengthening the dialog between digital media and language teaching.