Inteligência artificial e letramentos críticos: o discurso tecnocêntrico em memes.

Ailton Pinheiro Moreira; Diego Bandeira de Oliveira; Wiron de Araújo Holanda

doi:10.46230/lef.v16i2.13090

Authors

Mister Ailton Instituto Federal do Ceará (IFCE) https://orcid.org/0000-0002-5337-9304
Mister Diego Instituto Federal do Ceará (IFCE) https://orcid.org/0009-0002-8852-9816
Mister Wiron Instituto Federal do Ceará (IFCE) https://orcid.org/0000-0002-5123-3707

DOI:

https://doi.org/10.46230/lef.v16i2.13090

Keywords:

artificial intelligence (ChatGPT), grammar of visual design, text genres, critical literacies, technocentrism

Abstract

Dizzying advances in digital technologies connected to the internet, Artificial Intelligence (ChatGPT) present challenges and concerns that have caught the attention of various sectors of society. In this scenario, education is one of the hardest hit. Therefore, it remains committed to understanding and discussing the (dis)advantages arising from these advances. Multimodal text genres (such as memes) act in the materialization and dissemination of discourses marked by technocentric perspectives that, placing themselves on opposite sides, conceive technologies either as a panacea for all of humanity's dilemmas, or as an intensification of these dilemmas. Thus, this article aims to analyze memes about AI (ChatGPT) to understand the representations about these technological advances in the school environment and the perceptions veiled in the discourses materialized in memes. To this end, the theoretical-methodological framework that underlies the research are studies of Digital Technology and Neuroscience (Nicolelis, 2023), Grammar of Visual Design (Kress; Van Leeuwen, 2006; 2021), Text Genres (Bazerman, 2006; Marcuschi, 2008), Critical Literacies (Rojo; Moura, 2012; Kalantzis; Cope; Pinheiro, 2020) and Technocentrism (Vieira Pinto, 2005; Costa e Silva, 2013). Using a qualitative and interdisciplinary approach, the corpus, composed of memes about AI (ChatGPT), was collected from a repository of memes available on the Internet and analyzed in light of the representational meaning of Grammar of Visual Design and other aforementioned concepts. The analyzes revealed that AI (ChatGPT) can cause counterproductive behavioral changes, reinforce negative behaviors already existing in education actors and harm the development of critical thinking in relation to authorial academic production.

Downloads

Download data is not yet available.

Author Biographies

Mister Ailton , Instituto Federal do Ceará (IFCE)

He has a degree in Literature - English/Portuguese from the State University of Ceará (UECE) (course completed in 2007). He has experience in the area of Literature, with an emphasis on Literature. He worked as a face-to-face tutor at the Orós-CE hub at the Open University of Brazil (UAB) with the Language/Spanish course offered by the Federal University of Ceará (UFC). He also worked as an English language teacher for the SKILL language course from 2005 to 2007. Furthermore, he worked at the Anglo-American Cultural Center (CCAA) from 2009 to 2014. He worked as a temporary teacher at FECLI (Faculty of Education, Sciences and Letters of Iguatú, CE - fields at the State University of Ceará - from 2012 to 2013). He worked as a temporary professor at IFCE (Federal Institute of Education, Science and Technology of Ceará), Campus Iguatú, from 2013 to 2014. Since 2014, he has been a permanent professor at IFCE (Federal Institute of Education, Science and Technology of Ceará), Cedar Campus. He has a specialization in English Language Teaching from the Integrated University (AVM). Master's student in History and Letters at the Faculty of Education, Sciences and Letters of Sertão Central (FECLESC), campus of the State University of Ceará (UECE).

Mister Diego, Instituto Federal do Ceará (IFCE)

He has a degree in Humanities - English/Portuguese by the Regional University of Cariri (URCA) (course completed in 2003). He holds a degree in Civil Engineering by the Federal University of Ceará (UFC) (course completed in 2013). He worked as an English language teacher at Ruy Barbosa School, Iguatu - CE - from 2004 to 2009. He worked as an English language teacher in the State of Ceará from 2004 to 2013. Since 2019, he has been an English language teacher on the permanent staff of IFCE (Institute Federal Department of Education, Science and Technology of Ceará), Campus Cedro. He has a Specialization in English (Language, Text and Teaching) from Centro Universitário Adventista de São Paulo. Master in Transport Engineering by the Federal University of Ceará.

Mister Wiron, Instituto Federal do Ceará (IFCE)

He has a degree in Literature from the Faculty of Education, Sciences and Letters of Iguatu-FECLI-UECE (2004) and a Specialization in Portuguese Language from the Regional University of Cariri-URCA (2005). He has experience teaching Portuguese and English. He is currently a Portuguese language teacher in basic, technical and technological education at the Federal Institute of Science, Education and Technology of Ceará - IFCE, Iguatu campus and a master's student at PROFEPT, IFCE - Fortaleza campus.

References

BATES, A. W. Teaching in a digital age: guidelines for designing teaching and learning Vancouver BC: Tony Bates Associates Ltd, 2015.

BAZERMAN, C. Gêneros, agência e escrita. São Paulo: Cortez, 2006.

BENTO, M. A. S. Branqueamento e branquitude no Brasil. In: CARONE, I.; BENTO, M. A. S. (Orgs.). Psicologia Social do Racismo: estudos sobre branquitude e branqueamento no Brasil. Petrópolis: Vozes, 2003. p. 25-57.

COSTA E SILVA, G. Tecnologia, educação e tecnocentrismo: as contribuições de Álvaro Vieira Pinto. Revista brasileira de estudos pedagógicos (online), v. 94, n. 238, p. 839-857, set./dez. 2013. Disponível em: https://www.scielo.br/j/rbeped/a/8yzpyFXhFS3bHdpCRsgGRtH/. Acesso em: 19 ago. 2024.

FAIRCLOUGH, N. Discurso e mudança social. 2. ed. Brasília: Editora Universidade de Brasília, [2001] 2019.

FREITAS, L. R. Representação do Brasil e do povo brasileiro nos livros didáticos de inglês: uma análise multimodal crítica da coleção Way To Go. 2020. 173f. Dissertação (Mestrado Interdisciplinar em História e Letras) — Faculdade de Educação, Ciências e Letras do Sertão Central da Universidade Estadual do Ceará. Quixadá, 2020. Disponível em: http://www.uece.br/mihl/wp-content/uploads/sites/66/2021/05/dissertacaoleopoldinaramosdefreitas.pdf. Acesso: 13 mar. 2024.

HALLIDAY, M. A. K. Language as social semiotic: social interpretation of language and meaning. London: Edward Arnold, 1978.

HODGE, R.; KRESS, G. Social semiotics. London: Polity Press, 1988.

IAMARINO, A. Este vídeo não foi feito pelo ChatGPT. YouTube, 29 abr. 2023a. Disponível em: https://youtu.be/zKO_plZ28t0. Acesso em: 19 mar. 2024.

IAMARINO, A. Quem tem medo do ChatGPT. YouTube, 27 mar. 2023b. Disponível em: https://youtu.be/luRLrTHTe48. Acesso em: 25 mar. 2024.

KALANTZIS, M.; COPE, B.; PINHEIRO, P. Letramentos. Campinas: Editora da Unicamp, 2020.

KRESS, G; VAN LEEUWEN, T. Multimodal discourse: the modes and media of contemporary communication. Oxford UK: Oxford University Press, 2001.

KRESS, G.; VAN LEEUWEN, T. Reading images: The Grammar of Visual Design. 2nd. ed. Victoria: Deakin University, 1996.

KRESS, G.; VAN LEEUWEN, T. Reading images: The Grammar of Visual Design. 2nd. ed. London: Routledge, 2006.

KRESS, Gunther; VAN LEEUWEN, Theo. Reading Images: The Grammar of Visual Design. London: Routledge, Third Edition, 2021.

MAGALHÃES, I. Introdução: a análise de discurso crítica. DELTA, São Paulo, v. 21, n. spe, p. 1-9, 2005. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502005000300002&lng=pt&nrm=iso. Acesso em: 03 abr. 2024.

MARCUSCHI, L. A. Produção de texto, análise de gêneros e compreensão. São Paulo: Parábola Editorial, 2008.

NEWFIELD, D. From visual literacy to critical visual literacy: an analysis of educational materials. English teaching: practice and critique. v. 10, n. 1, p. 81 – 94, 2011. Disponível em: https://www.researchgate.net/publication/268414108_From_visual_literacy_to_critical_visual_literacy_An_analysis_of_educational_materials. Acesso em: 20 ago. 2024.

NICOLELIS, M. O verdadeiro criador de tudo: como o cérebro humano esculpiu o universo como nós o conhecemos. São Paulo: Planeta, 2020.

NICOLELIS, M. Nicolelis explica a Inteligência Artificial: seu potencial e os riscos. YouTube, 15 mar. 2023. Disponível em: https://www.youtube.com/watch?v=zkHgsxYsYNs&t=401s. Acesso em: 08 abr. 2024.

PAIVA, V. L. M. O. Manual de Pesquisa em Estudos Linguísticos. 1. ed. São Paulo: Parábola, 2019.

PINHEIRO, M. S. Investigando o letramento multimodal crítico de alunos de espanhol do ensino médio de uma escola pública de Fortaleza-CE. 2016. 316f. Dissertação (Mestrado em Linguística Aplicada) — Universidade Estadual do Ceará, Fortaleza, 2016. Disponível em: https://siduece.uece.br/siduece/trabalhoAcademicoPublico.jsf?id=83042. Acesso em: 16 abr. 2024.

ROJO, R.; MOURA, E. Multiletramentos na escola. São Paulo: Parábola Editorial, 2012.

SEMIÓTICA. In: Priberam, dicionário on-line de Português. Disponível em: https://dicionario.priberam.org/semiótica. Acesso em: 28 abr. 2024.

TAVARES, L. A.; MEIRA, M. C.; AMARAL, S. F. do. Inteligência Artificial na Educação: Survey / Artificial Intelligence in Education: Survey. Brazilian Journal of Development, [S. l.], v. 6, n. 7, p. 48699–48714, 2020. DOI: https://doi.org/10.34117/bjdv6n7-496. Disponível em: https://ojs.brazilianjournals.com.br/ojs/index.php/BRJD/article/view/13539. Acesso em: 02 mai. 2024.

VIEIRA, J. A. Novas perspectivas para o texto: uma visão multissemiótica. In: VIEIRA, J. A.; ROCHA, H. da; MAROUN, C. R. G. B.; FERRAZ, J. de A. (Orgs.). Reflexões sobre a língua portuguesa: uma análise multimodal. Petrópolis: Vozes, 2007. cap. 1, p. 20-50.

VIEIRA PINTO, A. O conceito de Tecnologia. Rio de Janeiro: Contraponto, 2 ed. 2005.

WALLINGER, S. How OpenAI’s Sora Impacts The Future Of Music Marketing. In: Forbes. 2024. Disponível em: https://www.forbes.com/sites/sashawallinger/2024/02/17/how-openais-sora-impacts-the-future-of-music-marketing/?sh=5ae2e62f4831. Acesso em: 04 mai. 2024.