LITERARY PODCAST IN HIGH SCHOOL: YOUTH EMPOWERMENT, ORALITY, AND CRITICAL LITERACY IN AN AMAZONIAN PUBLIC SCHOOL

Abstract

This article, funded by Fapeam (Amazonas Research Support Foundation), presents a didactic proposal using literary podcasts in Literature classes, aiming to contribute to active learning methodologies, stimulating a love of reading and critical analysis of literary works, promoting student interaction, creativity, and youth empowerment. The methodology adopted in this study is characterized as action research of an exploratory and interventional nature, with a mixed-methods approach. The investigative procedures were structured in stages, encompassing diagnostic, intervention, and evaluation phases. Data collection instruments included participant observation, field diary, and questionnaires (before and after the project). The project was based on the theoretical considerations of authors who address the importance of incorporating active methodologies that involve students in the pursuit of knowledge. Analyzing the findings, it was possible to note greater interest in discussions about the supplementary reading materials read and recorded during Literature classes. Thus, the data suggest that, despite the context of socio-educational vulnerability in the Amazon region, methodologies such as this corroborate the transformative potential of podcasts as a pedagogical mediator by fostering the integrated development of oral expression, critical argumentation, and student authorship.