From the Classroom to Inquiry: Practices of Orality, Argumentation, and Media Education Mediated by a School Podcast

Abstract

This study aims to analyze practices of orality, argumentation, and media literacy mobilized by ninth-grade students during an episode of the POD-TAN school podcast. The research adopts a qualitative, descriptive-interpretive approach based on documentary analysis of the transcript of an interview with a digital influencer, conducted in the context of Portuguese language teaching. Data analysis, guided by Bardin's (2016) framework, encompasses three analytical dimensions: orality and discursive interaction, argumentation and persuasive strategies, and media literacy. The findings reveal the thematic organization of the interview, the formulation of questions connecting curricular knowledge to advertising communication strategies, and the discussion of issues related to credibility, authenticity, and exposure on social media. The study concludes that, when integrated into an intentionally designed pedagogical approach, a school podcast provides a context for language practices that connects school knowledge with socially situated communicative situations, contributing to discussions on orality, persuasion, and media literacy in basic education.