Resumo

POU, Leticia Susana. Current university radios: contributions to understand their uses from a teaching perspective. InterCambios [online]. 2023, vol.10, n.2, pp.13-23.  Epub 01-Dez-2023. ISSN 2301-0118.  https://doi.org/10.29156/inter.10.2.2.

Actually, university radio is immersed in digital culture, and in this context, think about its educational uses invites us to look for new ways of analyzing it. This article presents findings from a research process that contributes to understanding the current educational meanings of public university radio from a teaching perspective. The proposal is part of a master’s research project at the National University of Córdoba, and takes as its starting point stations from the University of the Republic (Uruguay) and the University of Buenos Aires (Argentina). The recurrences and persistences that appeared, in the analysis of the data, allow us to identify features of the educational use of these radio stations and build new theoretical approaches. Some results are also presented based on teaching mediated by radio. It is highlighted that radio broadcasts are distinguished for: polyphonic voices and contents enhanced by digital culture; teachers who carry out cognitive processes of synthesis of the contents to be taught; documentation of knowledge in formats such as the podcast; interdisciplinary work and translation of registers, among others. Finally, this approach can provide dimensions to value and enhance the educational practices and political meanings that the current university radio acquires in the digital culture. It is hoped that these methodological contributions serve to encourage teachers interested in exploring the radio register, which allows distinguishing new didactic skills in digital environments, and continues questioning the possibilities of access to this and other technologies that enrich teaching through multimedia approaches.

Palavras-chave : university radio; educational radio; digital culture; right to communication; interpretive analysis.

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