<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432025000200356</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2025.v34.n78.p356-376</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONCEPÇÕES DOCENTES SOBRE O USO DE PODCASTS NA EDUCAÇÃO: POTENCIAIS, DESAFIOS E CAMINHOS PARA A INCLUSÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHERS&#8217; CONCEPTIONS OF THE USE OF PODCASTS IN EDUCATION: POTENTIALS, CHALLENGES, AND PATHS TO INCLUSION]]></article-title>
<article-title xml:lang="es"><![CDATA[CONCEPCIONES DOCENTES SOBRE EL USO DE PODCASTS EN LA EDUCACIÓN: POTENCIALES, DESAFÍOS Y CAMINOS HACIA LA INCLUSIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Queiroz]]></surname>
<given-names><![CDATA[Artur de Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedin]]></surname>
<given-names><![CDATA[Everton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria João Faria Leite Dias dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>34</volume>
<numero>78</numero>
<fpage>356</fpage>
<lpage>376</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432025000200356&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432025000200356&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432025000200356&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta investigação tem como objetivo analisar as concepções de professores acerca do uso do podcast como ferramenta educacional, buscando identificar os fatores que favorecem ou dificultam sua inserção na prática pedagógica. A pesquisa, com objetivo exploratório e abordagem qualitativa, envolveu 25 participantes vinculados a um mestrado em Ensino de Biologia e Geologia em Portugal. Os dados, constituídos por meio de escuta dirigida de episódios de podcast e aplicação de questionários, foram analisados com base na técnica de análise de conteúdo. Os resultados indicam que os podcasts são percebidos como recursos promissores para diversificação e dinamização do ensino, especialmente por promoverem aprendizagem ativa, acessibilidade e inclusão. Contudo, os participantes destacaram desafios como a ausência de formação técnica, necessidade de complementação visual e limitações estruturais para implementação efetiva. A análise revelou que, embora haja interesse em integrar tecnologias como o podcast à prática pedagógica, essa integração depende de apoio institucional, formação continuada e adaptação curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to analyze teachers&#8217; conceptions regarding the use of podcasts as educational tools, seeking to identify the factors that facilitate or hinder their integration into pedagogical practice. This exploratory research with a qualitative approach involved 25 participants enrolled in a master&#8217;s program in Biology and Geology Teaching in Portugal. Data were collected through guided listening of podcast episodes and the application of questionnaires, and were analyzed using content analysis methodology. The results indicate that podcasts are perceived as promising resources for diversifying and energizing teaching, especially for promoting active learning, accessibility, and inclusion. However, participants highlighted challenges such as the lack of technical training, the need for visual support, and structural limitations for effective implementation. The analysis revealed that, although there is interest in integrating technologies like podcasts into teaching practices, such integration depends on institutional support, ongoing training, and curricular adaptation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación tiene como objetivo analizar las concepciones de los docentes sobre el uso del pódcast como herramienta educativa, buscando identificar los factores que favorecen o dificultan su integración en la práctica pedagógica. La investigación, de carácter exploratorio y enfoque cualitativo, involucró a 25 participantes vinculados a una maestría en Enseñanza de Biología y Geología en Portugal. Los datos, constituidos mediante la escucha dirigida de episodios de pódcast y la aplicación de cuestionarios, fueron analizados según la técnica de análisis de contenido. Los resultados indican que los pódcasts son percibidos como recursos prometedores para diversificar y dinamizar la enseñanza, especialmente por fomentar el aprendizaje activo, la accesibilidad y la inclusión. No obstante, los participantes señalaron desafíos como la falta de formación técnica, la necesidad de apoyo visual y las limitaciones estructurales para su implementación efectiva. El análisis reveló que, aunque existe interés en integrar tecnologías como el pódcast a la práctica pedagógica, dicha integración depende del apoyo institucional, la formación continua y la adaptación curricular.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TDIC]]></kwd>
<kwd lng="pt"><![CDATA[Podcast]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão.]]></kwd>
<kwd lng="en"><![CDATA[DICT]]></kwd>
<kwd lng="en"><![CDATA[Podcast]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Inclusion.]]></kwd>
<kwd lng="es"><![CDATA[TDIC]]></kwd>
<kwd lng="es"><![CDATA[Pódcast]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Inclusión.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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