Spoken literature: the podcast as an educommunicative practice on works recommended for university entrance exams

Abstract

The article examines the potential of podcasts as an educommunicative tool for teaching literature, particularly in preparing students for university entrance exams. In addition to exploring the use of this medium to foster engagement and critical understanding of mandatory literary works, the study presents a lesson plan proposal that incorporates podcast production as a pedagogical strategy. This approach aims to encourage students to analyze and discuss literary works through research, argumentation, and oral communication. The research, which is bibliographic in nature, analyzed eight studies on the topic, highlighting successful educommunicative practices that employed podcasts in educational contexts. The results show that this medium offers an inclusive and dynamic approach, capable of integrating technologies and innovative pedagogies. Despite its advantages, challenges such as unequal access to technology and educators’ resistance still need to be addressed. The article concludes that podcasts play a significant role in transforming learning by promoting creativity, dialogue, and the appreciation of cultural and scientific knowledge, with the potential to expand pedagogical practices in school environments.