Inteligência Artificial Generativa na Educação
Potenciais, Desafios e Implicações Críticas para os Letramentos no Sul Global
DOI:
https://doi.org/10.47677/gluks.v25i02.545Keywords:
Artificial Intelligence, Education, Generative AI, Digital Literacies, Global South.Abstract
This article critically analyzes the transformations brought about by Generative Artificial Intelligence (AI) in education, with particular attention to its impacts on literacy practices and teacher education in the Global South. It first presents a historical and ontological contextualization of AI, highlighting its emergence as a linguistic technology and its sociocultural implications, especially in Brazil. Next, the article discusses the cyber-social perspective as an alternative to the hegemonic discourse of technological “hype,” emphasizing the possibilities of complementarity between humans and machines. The analysis also focuses on the challenges faced by educators in adopting Generative AI, including ethical, pedagogical, and infrastructural issues. Finally, the article offers a critical reflection on the potential and limitations of Generative AI as a technology for supporting learning, particularly regarding the reconfiguration of writing practices and the personalization of teaching. The article concludes that, although adaptation to new technologies is inevitable, education must pursue a critical, creative, and situated appropriation of these tools in order to promote emancipatory and socially just literacies within the context of the Global South.
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