Escrever com inteligência : contribuições pedagógicas da inteligência artificial para o desenvolvimento de habilidades de produção escrita de alunos do ensino médio

Abstract

This thesis aims to propose strategies for the use of Artificial Intelligence, especially the ChatGPT platform, as a pedagogical resource in the development of high school students' writing skills, using the Text Linguistics. The research is organized into three parts. The first part focuses on the development of concepts of text and textual principles according to authors such as Koch (2009), Halliday and Hasan (1976), Beaugrande and Dressler (1981), and Antunes (2009). It also includes a cognitive approach to writing production, highlighting the models proposed by Flower and Hayes (1981, 1996). Additionally, it presents an analysis of the BNCC (National Common Curricular Base), focusing on the competencies and skills that contribute to the teaching of argumentative-essay writing, justified by the importance of the Enem exam for high school students. The second part presents a critical analysis of the application of AI platforms in education, considering both how these platforms work and their documented uses in educational contexts. Finally, the last chapter presents a proposal for a didactic sequence based on Schneuwly and Dolz (2004), which integrates the use of ChatGPT as an auxiliary tool in students' writing production. The proposal considers the teacher's active mediation and takes place at strategic moments of the lessons, prioritizing the development of students' socio-cultural repertoire, the correction of linguistic deviations, and the construction of writing autonomy. The didactic sequence also encourages critical use of AI, promoting ethical and technical reflections on its application, aligning technical textual aspects, current legislation, and an educational perspective that views technological trends as the future of education. [resumo fornecido pelo autor]