<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132025000100205</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320250007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O podcast como recurso didático para o ensino de Biologia]]></article-title>
<article-title xml:lang="en"><![CDATA[Podcast as a learning resource for biology teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barroso]]></surname>
<given-names><![CDATA[Mauro Fernando Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bomfim]]></surname>
<given-names><![CDATA[Letícia da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Lyzette Gonçalves Moraes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá-Silva]]></surname>
<given-names><![CDATA[Jackson Ronie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Maranhão Centro de Educação, Ciências Exatas e Naturais Departamento de Biologia]]></institution>
<addr-line><![CDATA[São Luís MA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Maranhão Centro de Ciências Exatas e Tecnologia Programa de Pós-Graduação em Engenharia Elétrica]]></institution>
<addr-line><![CDATA[São Luís MA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132025000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Após a pandemia da COVID-19 e retorno às atividades presenciais nas escolas, os alunos da Educação Básica sentiram dificuldades nas atividades desenvolvidas anteriormente, sendo necessário recorrer às tecnologias digitais utilizadas no período remoto. Esta investigação se configurou como um estudo da inclusão de podcasts como recurso didático no ensino de Biologia. A metodologia, de caráter qualitativo, possui como perspectiva a revisão sistemática de estudos sobre o uso do podcast no processo de ensino e aprendizagem. A análise do material bibliográfico selecionado indica que o podcast é um recurso didático utilizado em vários países e, no Brasil, tem se revelado uma materialidade pedagógica facilitadora da aprendizagem de temas relacionados ao ensino de Biologia, possuindo potencial pedagógico devido à sua flexibilidade e mobilidade. Novas tecnologias e metodologias no ensino de Biologia, tais como o podcast, podem trazer benefícios tanto ao professor, quanto ao aluno, viabilizando aulas mais atraentes, instigantes e interativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The return to face-to-face teaching after the COVID-19 pandemic made it difficult for basic education students to adapt to learning activities. This situation made it necessary to use the same digital technologies that were used during the distance learning period. This study investigates podcasts as a teaching tool in biology education. The qualitative methodology used involves a systematic review of the application of podcasts in the teaching and learning process. The analysis revealed that podcasts are a widely used educational resource in different countries. In Brazil, they have proven to be an effective learning tool with significant pedagogical potential due to their flexibility and accessibility. Teachers and students can benefit from new technologies and methodologies, leading to more engaging, thought-provoking, relaxed, and interactive classes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Biology teaching]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Podcast]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning process]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de biologia]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia e didática]]></kwd>
<kwd lng="pt"><![CDATA[Podcast]]></kwd>
<kwd lng="pt"><![CDATA[Processo de ensino-aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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