POTENTIALITIES AND CHALLENGES OF PODCASTS AS AN INNOVATIVE EDUCATIONAL RESOURCE IN THE SCHOOL CURRICULUM

Authors

DOI:

https://doi.org/10.51891/rease.v12i7.28292

Keywords:

Digital technologies. School curriculum. Educational podcast. Teacher training. Pedagogical innovation.

Abstract

Podcasts have entered school routines as an accessible, flexible and low-cost audio technology capable of expanding teaching and learning possibilities in basic education. Although they are already part of many students' digital lives, their inclusion in the curriculum still occurs sporadically, usually depending on individual teacher initiatives and with limited connection to pedagogical planning. This article aims to analyze the potentialities, challenges and curricular implications of podcasts as an innovative educational resource in Brazilian basic education. An integrative bibliographic review with a qualitative approach was carried out, based on the analysis of 26 studies published between 2018 and 2026, selected for their relationship with educational podcasts, digital technologies, school curriculum, teacher training and pedagogical innovation. The results indicate that podcasts can promote ubiquitous learning, student autonomy, oral communication, authorship and engagement, especially when associated with active methodologies and interdisciplinary projects. At the same time, the literature reveals recurring obstacles, such as insufficient teacher training, digital inequality, lack of infrastructure, limited time for planning and difficulties in content curation. It is concluded that podcasts should not be treated as an isolated solution to school problems, but as a relevant pedagogical resource when integrated in a planned, critical and coherent manner with curricular objectives.

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Author Biographies

Fernanda Silverio Ribeiro Boaventura, Must University

Licenciada em Pedagogia pela Universidade Pitágoras Unopar. Servidora pública no município de Senador Canedo, onde atua como professora da Educação Infantil, e no município de Anápolis, atuando como professora da pré-escola. Possui especializações em Educação Inclusiva com ênfase no Atendimento Educacional Especializado (AEE), Gestão Escolar e em Fundamentos para Alfabetização e Letramento e Psicopedagogia Institucional. Desenvolve seu trabalho alinhado à Base Nacional Comum Curricular, com ênfase em metodologias ativas, práticas lúdicas e planejamento pedagógico intencional voltado ao desenvolvimento integral das crianças. Atualmente, é mestranda em Tecnologias Emergentes da Educação pela Must University.

Fernanda Boaventura, Metropolitan University of Science and Technology

Holds a degree in Pedagogy from Pitágoras Unopar University. She is a public servant in the municipality of Senador Canedo, where she works as an Early Childhood Education teacher, and in the municipality of Anápolis, where she works as a preschool teacher. She has specializations in Inclusive Education with an emphasis on Specialized Educational Services (AEE), School Management, and in Foundations for Literacy and Institutional Psychopedagogy, consolidating her work in inclusive pedagogical practices and in the development of teaching and learning processes. She develops her work aligned with the National Common Curricular Base, with an emphasis on active methodologies, playful practices, and intentional pedagogical planning focused on the integral development of children. Currently, she is a master's student in Emerging Technologies in Education at Must University, Goiânia, Goiás, Brazil.

Elindamar Lima, Metropolitan University of Science and Technology

Graduada em Pedagogia na Faculdade de Anicuns. Graduada em Matemática pela Faculdade Albert Einstein (FALBE). Pós-graduada em Educação Inclusiva, Docência Universitária pela FASEM. Pós-graduada em Língua Portuguesa pela Universidade Salgado de Oliveira. Mestranda em Master of Science in Emergent Technologies in Education pela Must University. Atualmente atuando como professora do Ensino Fundamental e Médio.

Suzana Silva, Metropolitan University of Science and Technology

Holds a degree in Geography from the Federal University of Goiás. Graduated in Pedagogy from Unifael. Postgraduate degree in Clinical and Institutional Psychopedagogy from FABEC. Currently pursuing a Master's degree in Emerging Technologies in Education at Must University. Currently working as a high school teacher in the state school system and as an early childhood education teacher in the municipal school system of Goiânia. Goiânia, Goiás, Brazil.

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Published

2026-07-22

How to Cite

Boaventura, F. S. R., Boaventura, F., Lima, E., & Silva, S. (2026). POTENTIALITIES AND CHALLENGES OF PODCASTS AS AN INNOVATIVE EDUCATIONAL RESOURCE IN THE SCHOOL CURRICULUM. Revista Ibero-Americana De Humanidades, Ciências E Educação, 12(7), 1–16. https://doi.org/10.51891/rease.v12i7.28292

Issue

Vol. 12 No. 7 (2026): Revista Ibero-Americana de Humanidades, Ciências e Educação — REASE

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Atribuição CC BY