O ChatGPT e a morte da honestidade criativa na produção textual na sala de aula da Educação Básica: um estudo de caso com alunos/as do primeiro ano do EM

Fernanda Victória Cruz Adegas; Luclecia Silva de Almeida Matias; Patrícia Graciela da Rocha

doi:10.46230/lef.v16i3.13561

Authors

Fernanda Victória Cruz Adegas Federal University of Mato Grosso do Sul https://orcid.org/0000-0002-3136-3248
Luclecia Silva de Almeida Matias Federal University of Mato Grosso do Sul https://orcid.org/0009-0005-6587-6139
Patrícia Graciela da Rocha Federal University of Mato Grosso do Sul https://orcid.org/0000-0002-8814-9613

DOI:

https://doi.org/10.46230/lef.v16i3.13561

Keywords:

artificial intelligence, text production , linguistic education

Abstract

This paper emerged from a case study (Yin, 2010) of an experience experienced in a public school in the state of Mato Grosso do Sul, with a class of first-year high school students, during Portuguese language classes, in March 2024. The activity proposed to the students involved the production of poems focused on the theme of women. In the 32 texts submitted by the students, the class teacher detected the use of Artificial Intelligence (AI) tools, specifically ChatGPT, in 13 of them. With this in mind, this work aims to analyze some of the poems produced by the AI, in order to point out certain regularities and occurrences in the texts, in addition to drawing a comparison with the productions actually carried out by the students. To this end, we used as a theoretical framework research on AI concepts (Santaella, 2023), the use of technologies in language teaching (Martins; Moreira, 2012), as well as studies on textual genres and textual production in schools (Schneuwly; Dolz, 2004). As a result, we point out that AI in text production, especially in the literary canon, has limitations in some aspects, such as the subjectivity of the content produced and the perpetuation of the form based only on rhymes - which excludes other possibilities of constructing the poem. We emphasize the need for teachers to be trained for these new technologies, and not just about them, aiming at a critical and reflective look at the possibilities and limitations of AI in schools and in contemporary language education. Finally, we recognize that many teachers are already working, therefore, continuing education is also a viable alternative, considering this exposed reality.

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Author Biographies

Fernanda Victória Cruz Adegas, Federal University of Mato Grosso do Sul

Mestranda no Programa de P´ós-graduação em Estudos de Linguagens, pela Universidade Federal de Mato Grosso do Sul. Graduada em Letras - Português / Inglês, pela Universidade Federal de Mato Grosso do Sul. Técnica em Informática, pelo Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul. Docente de Língua Portuguesa e Redação na Secretaria de Estado de Educação de Mato Grosso do Sul.

Luclecia Silva de Almeida Matias, Federal University of Mato Grosso do Sul

Teacher of Portuguese Language, Literature and Text Production and Recomposition of Learning in Portuguese at Escola Estadual Prof. Emygdio Campos Widal. He has been part of the permanent teaching staff of the State Department of Education of Mato Grosso do Sul since 2006. Degree in Literature - Full Degree and Bachelor's Degree from the University for the Development of the State and the Pantanal Region - UNIDERP (2004), Postgraduate /Specialization in Contemporary Trends in Teaching the Portuguese Language (2006). Master's student in Language Studies in the broad area of Linguistics and Semiotics in the research line of Language, identity and teaching at the Federal University of Mato Grosso do Sul (UFMS), under the guidance of Professor Dr. Patrícia Graciela da Rocha. She has experience teaching the Life Project discipline in the MS state education network, working from 2017 to 2019. Member of the POSLIDEN Research Group.

Patrícia Graciela da Rocha, Federal University of Mato Grosso do Sul

She is an associate professor at the Faculty of Arts, Letters and Communication at UFMS/Campo Grande-MS working in the Postgraduate Program (masters and doctorate) in Language Studies - PPGEL - as a teacher of Portuguese Language, Linguistics and Teaching Practices in the courses of Portuguese/Spanish Literature (EaD and in-person) at FAALC and in the Specialization in Applied Linguistics and Language Teaching. She coordinates the Study and Research Group on Sociolinguistic Policies, Decoloniality and Language Teaching-POSLIDEN Collective-at UFMS. Graduated in Literature - Portuguese/Spanish from the Universidade Regional Integrada do Alto Uruguai e das Missões - URI (2003), Post-Graduate/Specialization in teaching/Language Learning-Spanish from UNIJUI-RS (2005), Master's degree in Linguistics (scholarship CNPq - 2008) from UFSC in the area of Linguistic Variation and Teaching and PhD in the same area and institution (2012). She completed a post-doctoral internship at the Universidad Autónoma Metropolitana (Mexico / 2020) in the area of Language Policies under the supervision of Prof Dr Rainer Enrique Hamel. She has experience teaching in Basic Education in state and municipal public networks in Rio Grande do Sul and Santa Catarina in Teaching Portuguese Language, Literature and Spanish Language.

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