Literacies and artificial intelligence

potential of ChatGPT in teaching Portuguese

Abstract

The transformations that are significantly shaped by technology have affected our social practices because they involve, first and foremost, languages ​​and the way we produce texts and discourses. In the school context, it is necessary to break with the artificial separation between text and screen. Instead of treating the digital medium as a simple passive support, language classes should encompass practices that understand algorithms, interfaces, and hypertexts as active partners in the construction of meaning (Paveau, 2021). These changes are also reflected in the classroom as we deal with text produced or mediated by digital technologies, such as Artificial Intelligence tools. This article presents reflections on the use of artificial intelligence (AI) in language teaching, considering its relationship with digital competencies and contemporary literacies. Based on a theoretical and exploratory approach, the study analyzes how technological transformations have impacted educational practices, particularly in reading, writing, and text production. If we take as a recommendation that it is the teachers' responsibility to know how technologies can support learning and develop students autonomously, so that they know and know how to take advantage of the benefits and opportunities brought by these technologies, we can also consider it important that the teachers themselves know how to take advantage of these tools in their planning. The article begins by addressing the digital skills required of teachers and students, highlighting the multiplicity of digital literacies. It then discusses the concept of AI, its applications, and limitations, emphasizing the challenges of integrating these technologies into education. The analysis includes considerations on the use of ChatGPT in the development of a text investigation game aimed at elementary school education, discussing the conclusions underscore the need for continuous teacher training, ethical use of technologies, and the recognition of AI as an ally (rather than a replacement) for essential human interactions in education. With the rapprochement between digital teaching skills and digital literacy, it becomes clear that the teacher's role requires more than technical mastery of technologies: it requires a critical understanding of their pedagogical and social uses.