EPTCast – A Proposal for Scientiﬁc Dissemination in Brazilian Professional and Technological Education

And Technological Education in National Network (ProfEPT). Based on the lack of scientiﬁc dissemination speciﬁcally focused on the ﬁeld of Brazilian Professional and Technological Education (EPT), this work aims to promote initiatives in this sense, thus contributing to the popularization of the scientiﬁcity of this area. To this end, here, the process of construction and distribution via podcast of an audio content aimed at the scientiﬁc dissemination of the Brazilian EPT is portrayed. In this sense, initially the issue of the gap is addressed, and, therefore, the need to popularize the scientiﬁcity of this area. In a second moment, the design and technologies used in the construction of the EPTCast object are presented. Popularizing the scientiﬁcity of Brazilian Professional and Technological Education is what is intended through this work – which will not be the only one. Through what was exposed in the previous sections, therefore, it is intended to contribute to the popularization of a scientiﬁcity that is sometimes not yet understood as such.


INTRODUCTION
Scientific dissemination is a practice adopted from the premise of the distance between the scientific community and the non-specialized public. In this sense, this communicative effort has been presented as a pedagogical discursive instrument of knowledge construction that aims at bringing scientific processes closer to the general public (MOIRAND, et ali, 2016). Therefore, with the advent of the dissemination of the worldwide network of computers through the Internet, scientific dissemination finds more space to develop. This is perceived Faced with the already consolidated, the podcast media has simple and accessible processes,

EPTCast -A Proposal for Scientific Dissemination in Brazilian
Professional and Technological Education www.nucleodoconhecimento.com.br whether for its production or consumption. Thus, this presents itself as a reason for this media to be used in the distribution of educational content. However, when it comes to scientific dissemination, this movement is less frequent (DANTAS-QUEIROZ, WENTZEL and QUEIROZ 2018).
Specifically regarding the scientific dissemination in Brazilian Professional and Technological Education (EPT), there is a void. Understood as an instrument of social ascension, this area of research has been building knowledge necessary to improve the conditions of the popular working classes so that, in fact, society as a whole develops (MOURA, 2013). GOAL Portray the process of construction of EPTCast in order to foster larger and better initiatives, in order to contribute to the popularization of the scientificity produced in the field of Brazilian EPT.

MATERIALS AND METHODS
Developed by those who see the integration between Education and Work as a path for the social development of the popular working classes, EPTCast is constituted through an audio content aimed at the scientific dissemination of the Brazilian EPT. Distributed through the media podcast, this is an Educational Product started in the first half of 2020 and developed throughout the professional master's course in Professional And Technological Education in National Network (ProfEPT).
The first challenge for the construction of this proposal was the creation of a visual identity, which required the design of a name, a slogan and a graphic symbol. A visual identity is, as a rule, designed for the best possible communication through verbal and/or non-verbal signs (MILLER and TOMAN, 2014). Therefore, given the need for distribution through the Internetwhich strongly requires the presence of visual resources for the propagation of content (LIU, 2020) -this was the first demand in the construction of this Educational Product.
Then, for the conception of the name, preference was initially given for something objective Finally, after the conception of the name and its slogan,it was followed by the construction of a graphic symbol. Also known as logo, this is a visual feature that aims at communication with the interested public. In this perspective, the visual identity of a brand should be a simple and intelligible communication tool (BOLHUIS et ali, 2015). Thus, we chose the use of a Dialogue Balloon. Finally, for the construction of the elaborate idea, we made use of the free version of the online platform for creating drawings and layouts, Canva.com.
Following the development of visual identity, the materialization of the EPTCast Educational Product had the production and distribution activities. The Production consisted of the work of Classic typographic font in bold style with size 50 and color of the #000000. Then, the slogan was worked,which preserved the same typographic font and style applied to the name, but received changes in size and color, respectively 38 and #ffffff. Finally, a Dialog Balloon has been selected within the 'Shapes' option under 'Elements' on the platform in use. After insertion, the element was resized to size 365 by 290 pixels and color #ffbf00 ( Figure 1). The visual identity of this Educational Product was designed so that it could be applied in future in digital spaces and physical promotional products. Therefore, since the beginning of its construction, it was established that this identity should be characterized through a simple Within this proposal, to the name, specifications were applied that met the planned. In order to maintain the central characteristic of the name, the slogan preserved the same idea, however, given the larger number of letters, its size was reduced and, in order to be read in front of the canvas, its color was changed. The Dialogue Balloon was applied for the recognition of the communicative proposal. Its differentiated color and the option of positioning the name in front of it was designed so that they could also be presented independently to the slogan. "Evolução" and "Conclusão" (Table 1) began.
The "Apresentação" was subdivided into other 03 parts, where, the first 'Opening', was dedicated to the welcome, presentation of the announcer and identification of the program.
Then, 'Context', was focused on identifying the conjuncture of the phenomenon addressed.
Finishing the block "Presentation", the 'Call to action' block is used,at which time the audience is invited to interact by electronic means at the end of the audio. The next moment, "Evolution", was divided into 04 parts. The first, 'Phenomenon', was dedicated to the summary about the treated object. Next 'Antecedents' and 'Characteristics' were spaces focused on the approach of the development process of the phenomenon in question and its properties. Finally, 'Desdobramentos', devoted itself to the consequences in the social context, especially for Education and Work.
The "Conclusão" was divided into 03 parts. The first, 'Reflexão' was dedicated to succinct observations on the subject dealt with. The next moment, 'References', aimed to inform the audience about the place of lodging of the material used in the construction of the script.
Finally, the 'Call to action' feature was used. Table 1 -Narrative scheme of the script.
The composition elements of the narrative scheme were thought in such a way as to make the listener understand the relationship between the treated phenomenon and the current reality within the context of Education and Work. The time dedicated to each division, and its subdivisions, were stipulated in such a way that they would allow standardization, and Of the total of 18 audios produced, the numbers #00, #04, #08, #10 and #12, due to the nature of their proposals, did not comply with the above scheme. And, from the #13, because of the plurality among the suggestions of themes received, the narrative scheme underwent some changes in the section "Evolution". However, the essence of what was built in the scheme presented above, was preserved until the last subject posted Table 2 shows the number of audios and topics addressed.   The audio capture represented the beginning of the process of materialization of the planned objective. Due to the lack of experience in what referred to the narration of written content for audio distribution, the recording size/volume was sometimes more than twice the time stipulated for each audio. The figure above shows the recorded content without the errors of the capture process.

EDITION
After capturing the audio and removing its surplus, the editing process was initiated. For this stage, the audio resources of the YouTube (https://youtube.com/audiolibrary) platforms were used for the insertion of music tracks, and Freesound.org (https://freesound.org) for the insertion of sound effects. Both platforms feature content without financial costs (Figure 3).  The option to insert music tracks and sound effects was the result of the experience of previous consumption of content distributed via podcast. Throughout the editing process, it was also perceived that this resource, at some level, presented itself as capable of softening the presence of certain unwanted insertions, coming from audio capture in the home environment.
In order to differentiate the narrator's speech with the original arguments of the research sources, the content had the rotating participation of 04 students of the Integrated High By sending the content produced through the resource dedicated to this task (Click to upload or drag files here), theaudio was uploaded, thus allowing playback so that the quality of the content to be distributed could be checked ( Figure 4). After inserting the audio, the platform requested basic information to identify the content.
These were: Title (Episode title), description (Episode description), season (Season number), content number (Episode number), content type between: complete, trailer or bonus (Full; Trailer; Bonus) and finally , whether this is user-friendly content or not (Clean; Explicit) ( Figure 5).  After the insertion of the information requested for the identification of the content, the audio was made available on this platform, and also in the music streaming services platform Spotify (https://spotify.com), thus allowing its consumption in the first moments. Despite automation regarding the distribution process on other platforms, Anchor.fm did not perform this task at the same time on all platforms it is associated with. However, as sending audio increased EPTCast online content, it was noticed that access options were growing. In the posting of the #07 Globalization, it was observed that the distribution reached its maximum number of platforms, 09 (Table 3). Table 3 -Access platforms.
The distribution through the selected platform presented itself as an experience of easy understanding and also of simple handling. The insertion in other digital platforms, free of charge, presented itself as an important differential since this activity proved to save time, a resource applied in the performance of other tasks of this Educational Product.

FINAL CONSIDERATIONS
Popularizing the scientificity of Brazilian Professional and Technological Education is what was intended through this work -which will not be the only one. Through what was exposed in the previous sections, therefore, it is intended to contribute to the popularization of a The social development of the popular working classes, through the development of a scientific culture, is our intention. In this sense, we make use of a decentralized media to popularize these issues that, despite being focused on the emancipation of those who need to, so far, are found and heard only within the reserved cycle.
From here, we find ourselves hopeful for greater and better initiatives aimed at popularizing these issues.