A produção do gênero podcast na escola: uma experiência a partir da sequência didática

Abstract

This dissertation analyzes the use of the podcast genre as a didactic resource in the teaching of Portuguese Language, with emphasis on the development of oral and written skills of 9th-grade students in Elementary Education. The study starts from the observation that digital technologies have brought profound transformations to the ways of communicating, interacting, and learning, demanding the adoption of pedagogical practices that incorporate multiliteracies and multimodal genres into the educational process. In this context, the general objective of the research is to analyze the impacts of using the podcast genre on the learning of 9th-grade students, with emphasis on the development of oral and written text production through a didactic sequence centered on this genre. The study is based on authors such as Bakhtin (1992), Bronckart (2012), Dolz, Noverraz and Schneuwly (2004), and Rojo (2012), among others, whose contributions enable the understanding of the discursive genre in its social and formative dimensions. The research proposes an articulation between theory and practice through the design and implementation of a didactic sequence centered on the podcast, exploring its pedagogical potential in Portuguese Language teaching. The study adopts action research (Thiollent, 2008) as its main methodology, integrating observation, analysis, and intervention in a real teaching context. The research was conducted at Unidade Integrada Deuris de Deus Moreno Dias Carneiro, located in Santa Luzia – MA, involving 9th-grade students in written and oral production activities. The study is grounded in the theoretical framework of Sociodiscursive Interactionism (SDI), which conceives language as an instrument of social action and transformation. From this perspective, pedagogical practice is understood as a space of mediation and meaning-making, where subjects develop their discursive and communicative competences. The results show significant advances in students’ oral and written productions, especially in the compositional organization of texts, planned oral delivery, and the use of expressive resources suited to interaction. The research demonstrates that the use of podcasts as a pedagogical tool enhances the integration between language and technology, fostering active and collaborative learning. Although some aspects still require refinement in the pedagogical use of digital media, the findings highlight the importance of investing in planning and teacher training to broaden the reach of innovative and effective methodologies. It is concluded that the podcast establishes itself as a multimodal genre with great formative potential, capable of promoting meaningful language practices aligned with the demands of contemporary digital culture.