Inteligência artificial no ensino de língua portuguesa : práticas de leitura e escrita na construção de poemas com a utilização da IA generalizada ChatGPT em turmas de 6° ano do ensino fundamental

Abstract

This article aims to analyze the contributions of Artificial Intelligence (AI) to the development of digital literacy in the teaching of Portuguese Language, focusing on new practices of reading and writing in digital contexts. Based on a theoretical and reflective approach supported by authors such as Rojo (2012), Soares (2004), Marcuschi (2008), Lévy (1999), and Moran (2021), the study discusses how digital technologies and AI tools have transformed communication and textual production within the school environment. It is understood that digital literacy goes beyond technical mastery of technology, encompassing critical, ethical, and social competences essential for individuals to engage meaningfully in digital spaces. The study suggests that the pedagogical use of AI can enhance reading and writing instruction by fostering students’ autonomy and agency, provided it is guided by a mediating and reflective teaching practice. It is concluded that integrating Artificial Intelligence into Portuguese Language teaching contributes to forming critical, creative, and conscious readers and writers, aware of the role of language in contemporary digital interactions