Promoting interest in reading through technology and tradition

a pedagogical practice combining cordel literature and podcasts in the early years of elementary school

Abstract

Developing readers in the early years of elementary education requires pedagogical practices that value literature and engage with the different forms of language present in contemporary society. In this context, this research addresses the following question: to what extent can the integration of cordel literature and podcasts contribute to fostering an interest in reading and developing readers in the fifth grade of elementary school? The main objective is to reflect on a pedagogical practice designed to encourage an interest in literary reading by integrating Northeastern Brazilian popular culture with digital technologies. The theoretical framework draws on Neves (2020), Rojo and Moura (2019), Meotti (2020), and Rossi (2024), whose contributions support discussions on literature, multiliteracies, and digital technologies in education. Situated within the field of Applied Linguistics, this qualitative study analyzes a pedagogical intervention involving 35 fifth-grade students, conducted between May and June 2025, comprising 21 hours distributed across eleven sessions. The activities included reading cordel literature, collaboratively writing verses, reciting poetry, and recording podcasts. The findings revealed increased student interest in reading and writing, the development of oral communication, creativity, and active listening, as well as greater student agency. We conclude that integrating cordel literature and podcasts expands opportunities for developing readers by providing reading and writing experiences that connect cultural tradition, authorship, and digital technologies.