<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100208</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2533</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AMPLIANDO HORIZONTES: o potencial do podcast como ferramenta de educação inclusiva - uma Revisão Sistemática de Literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[EXPANDING HORIZONS: the Potential of Podcasts as an Inclusive Education Tool - A Systematic Literature Review]]></article-title>
<article-title xml:lang="es"><![CDATA[AMPLIANDO HORIZONTES: el Potencial del Podcast como Herramienta de Educación Inclusiva - Una Revisión Sistemática de la Literatura]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Inovação em Tecnologias Educacionais  ]]></institution>
<addr-line><![CDATA[Caicó Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Por meio de uma Revisão Sistemática da Literatura, este artigo analisa e apresenta um panorama sobre a utilização do podcast nas práticas pedagógicas inclusivas em escolas e na formação de educadores e de estudantes. Foram realizadas buscas em diversas bases de dados nacionais e internacionais. Após a verificação do enquadramento das pesquisas aos critérios de inclusão, constituíram-se 12 pesquisas selecionadas, dentre o prazo de publicação da mais antiga, do ano de 2018, a mais recente, do ano de 2020. A definição de critérios de inclusão e exclusão, juntamente com a elaboração e a combinação de palavras-chave relevantes para a busca, foram essenciais para obter respostas à questão de pesquisa: Como os podcasts são usados nas escolas na perspectiva da educação inclusiva. Evidenciou-se que há pesquisas sobre o uso do podcast como recurso tecnológico em diferentes regiões do Brasil. Três dessas pesquisas concentram-se na região Nordeste, enquanto uma está localizada no Sudeste. No entanto, nenhuma das pesquisas nos últimos 5 anos a respeito da questão da pesquisa apresentam relação do uso do podcast na perspectiva da educação inclusiva, o que se vê com grande preocupação, devido a dimensão pedagógica do podcast para garantir a aprendizagem e a inclusão das pessoas com necessidades educacionais específicas. A pesquisa fornece um panorama das possibilidades e das potencialidades do podcast na educação, destacando sua relevância como ferramenta pedagógica e incentivando a exploração desse recurso nas práticas educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Through a Systematic Literature Review, this article analyzes and provides an overview of the use of podcasts in inclusive pedagogical practices in schools and in the training of educators and students. Searches were conducted in various national and international databases. After verifying the alignment of the research with the inclusion criteria, 12 selected studies were included, ranging from the oldest publication in 2018 to the most recent in 2020. Defining inclusion and exclusion criteria, along with the development and combination of relevant keywords for the search, were essential to address the research question: How are podcasts used in schools from the perspective of inclusive education? It was found that there is research on the use of podcasts as a technological resource in different regions of Brazil. Three of these studies focus on the Northeast region, while one is located in the Southeast. However, none of the research in the last 5 years regarding the research question has a connection to the use of podcasts from the perspective of inclusive education, which is a matter of great concern due to the pedagogical dimension of podcasts in ensuring the learning and inclusion of individuals with specific educational needs. The research provides an overview of the possibilities and potential of podcasts in education, emphasizing its relevance as a pedagogical tool and encouraging the exploration of this resource in educational practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A través de una Revisión Sistemática de la Literatura, este artículo analiza y presenta una visión general del uso de los podcasts en las prácticas pedagógicas inclusivas en las escuelas y en la formación de educadores y estudiantes. Se realizaron búsquedas en diversas bases de datos nacionales e internacionales. Después de verificar la adecuación de las investigaciones a los criterios de inclusión, se seleccionaron 12 estudios, desde la publicación más antigua en 2018 hasta la más reciente en 2020. La definición de criterios de inclusión y exclusión, junto con el desarrollo y la combinación de palabras clave relevantes para la búsqueda, fueron esenciales para abordar la pregunta de investigación: ¿Cómo se utilizan los podcasts en las escuelas desde la perspectiva de la educación inclusiva? Se encontró que existen investigaciones sobre el uso de los podcasts como recurso tecnológico en diferentes regiones de Brasil. Tres de estos estudios se centran en la región noreste, mientras que uno está ubicado en el sureste. Sin embargo, ninguno de los estudios de los últimos 5 años en relación a la pregunta de investigación tiene una conexión con el uso de los podcasts desde la perspectiva de la educación inclusiva, lo cual es motivo de gran preocupación debido a la dimensión pedagógica de los podcasts para garantizar el aprendizaje y la inclusión de las personas con necesidades educativas específicas. La investigación proporciona una visión general de las posibilidades y el potencial de los podcasts en la educación, destacando su relevancia como herramienta pedagógica y fomentando la exploración de este recurso en las prácticas educativas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Revisão Sistemática de Literatura]]></kwd>
<kwd lng="pt"><![CDATA[Podcast]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva.]]></kwd>
<kwd lng="en"><![CDATA[Systematic Literature Review]]></kwd>
<kwd lng="en"><![CDATA[Podcast]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education.]]></kwd>
<kwd lng="es"><![CDATA[Revisión Sistemática de la Literatura]]></kwd>
<kwd lng="es"><![CDATA[Podcast]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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