A inteligência artificial no ensino de língua inglesa: uma proposta didática com o Chat GPT na perspectiva dos multiletramentos.

Abstract

In a world marked by the use of technology, it is evident that among various fields, the context of education and the use of artificial intelligence require greater attention. The importance of Artificial Intelligence has resonated widely, and analyzing possible improvements and ways to work within the context of English language teaching not only demonstrates innovation but also enables a more assertive perspective on its usage. Thus, this study aims to propose a pedagogical activity of multiliteracies in English classes using the AI platform ChatGPT. The theoretical framework will include authors Russell and Norvig (2004), who explain and detail how artificial intelligence can be defined as well as its characteristics within social implementation. For digital methodology construction, the authors Menezes (2019), as well as Cope and Kalantzis (2015), who argue about multiliteracies methodologies, will be referenced, along with the ideas of Freire (1997), Tardif (2002), and Leffa (2001), who discuss the role of the teacher and English language teaching in this new technological environment. Regarding the chosen methodology, the research is classified as bibliographic with an exploratory approach and includes a literature review with a practical application in a pedagogical proposal, providing support for its future implementation. At the conclusion of the study, we propose to highlight the expansion of pedagogical proposals aligned with the development of the teacher's role in the classroom, adapting to new methods of teaching English, and addressing the transformation in teaching perspectives within the vast communicative spaces of the digital society.