Multiletramentos e inteligência artificial em sala de aula: vivências do educador residente no Programa de Residência Pedagógica.

Abstract

This work consists of experiences, results, and activities carried out as scholarship- holder resident of the Programa de Residência Pedagógica (PRP), at a full-time public affiliated institution in Cajazeiras/PB. Data were collected using empirical material from the activities performed in PRP. This work accurately consists of essays and reflections on the construction of teaching identity through educational practices in basic education and its realities (Freire, 1967; 1979; 2000), as well as the results obtained by teaching, study and production practices in the realm of Artificial Intelligences, performed in sophomore year, in the course of the 2 nd bimester of 2023, at the affiliated institution. Essentially, it objectifies to discuss critically and reflexively the experiences provided by PRP, as well as the results attributed to the discussions and activities produced in the classroom, presenting the English learning plan, in order to discuss the impacts of Artificial Intelligence on the globalized society of the 21 st century, through the interview genre. Therefore, led by discussions held in the classroom, activities were produced and performed by students in teams, covering the genre, in which sophomores have scripted, staged and recorded their works, resulting in very creative and reflective productions. The proposal of media production as qualitative evaluative means was based on the perspective of Multiliteracies (Alves, 2018; Cope; Kalantzis, 2000; 2015; 2023; Rojo, 2009; 2013) in which language is used as an element of acting as social beings (Marcuschi, 2002; Vygotsky, 1989; 1991), involving learning processes, experiences in world’s plural realities, critical analysis and investigation of human purposes and interests underlying knowledge, as well as its applications to real use contexts. The work is also theoretically supported by Dantas e Severo (Dantas; Severo, 2024) and Silva (Silva, 2022), in regards of digital technologies use in English language teaching, aiming at improving comprehension and oral production skills. Through the realization of this work and the correlation between the studied theory and the collected data, it is settled that the developed practices enlightened by the pedagogy of Multiliteracies corroborate the construction of critical subjects, able to communicate in the diversity of social contexts, using the most influential language in the world: English.