Abstract:

In recent years, digital audio technology has become a fundamental media. This study proposes a reflection about audio use in educational contexts. Can audio help teachers in the teaching process? According to Fanti (2017), the use of mobile devices articulated to educational media can trigger discoveries in the teaching-learning processes.These are the challenges posed by a sociocultural reality that makes us think about the perspective that is now installed in the media-education relationship. Many teenagers are having these media as a "natural extension" of the body in their daily lives. We must think about non-formal education processes or the open educational resources, it means production of knowledge outside the formal structures. Non-formal educational spaces are becoming technologized or digitized. Museums, for example, are being displaced by digital platforms. These non-formal spaces demand methodologies to be better explored. Audio has been the protagonist in some platforms and applications. Twitter, for example, is an application that only accepted text messages, but in June 2020, it started using audio messages. Other apps and platforms are born sonorous, as is the case of the social networking app for chatting Clubhouse, launched in 2020. The app offers a variety of virtual clubs and rooms with conversations and topics that include talk shows, music, networking, performances, and other modes of interaction. Greenroom is a platform, launched by Spotity in 2021 and allows chat with audio in real time. Others allow access to a variety of literary styles. On the other hand, media resources create the possibility to break with the traditional way of teaching. Photography, cinema, television, and audio can become learning supports both in formal and informal educational relationships. It is important to say that audio as an educational resource is still little studied. Therefore, the learning process can be re-signified through methodologies where sound could be a facilitator of knowledge apprehension process. Therefore, the purpose of this paper is to understand the use of audio by teachers starting from the premise that audio is daily in our everyday life. Based on this background, this study uses an exploratory design that aimed to know about the interest and use of audio in different educational contexts (urban and rural). The research team reviewed recent literature in the area and applied 94 questionnaires to teachers and students, to explore the use of audio in formal and non-formal education, using a non-probability sampling of respondents. The questionnaires were applied during a period of two months. The results showed great possibilities for educational audio-based contents due to its portability, ease of use and multitasking. It also showed a necessity to restructure the traditional mode of education. The questionnaire also points out the need for the teacher to learn techniques with the use of audio.

Keywords:

Sound technology, Communication, Teaching, São Luís/Brazil.