Banca de DEFESA: FLORACI MARIANO DE CARVALHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FLORACI MARIANO DE CARVALHO
DATE: 20/12/2024
TIME: 14:00
LOCAL: SALA DE ATOS DA FE 1
TITLE:

HYBRID TEXTS WRITTEN BY STUDENTS AND ARTIFICIAL INTELLIGENCE: WHAT DO PUBLIC ELEMENTARY SCHOOL TEACHERS THINK?

KEY WORDS:

Artificial Intelligence. Hybrid text. Teacher. ChatGPT.

PAGES: 107
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Sociologia da Educação
SUMMARY:

The research aims to critically analyze the perceptions and perspectives of 8th and 9th grade elementary school teachers in a municipal public school system regarding the reality of the use of hybrid written texts by students and AI. The study addresses the assumptions of education and communication from a critical perspective (Freire, 1987, 1996, 2013, 2018), the concepts of prospective thinking (António Junior; Oliveira; Kilimnik, 2010; Moritz; Pereira, 2005) and hybrid text (Lopes; Forgas; Cerdà-Navarro, 2024). This is an exploratory and descriptive research with a qualitative approach, whose methodological procedures used were Bardin's content analysis (1977) and Triviños' data triangulation (1987). Ten semi-structured interviews were conducted with teachers from three schools in the city of Novo Gama, Goiás. Among the research results, the category “negative implications of the use of AI in hybrid written texts” stands out, which is associated with the following subcategories and respective reiteration in the content of the ten interviews: ethical and moral maturity [9], plagiarism [04], laziness [04], technological dependence [03], lack of critical analysis [02], distancing from one's own capabilities [2] and distrust [1]. In the category “positive implications of the use of AI in hybrid written texts”, the subcategories research [06], vocabulary enrichment [02], correct writing form [02], content retention [1], time [01], work with what you like [01], speed [1] and question-and-answer session [1] emerge. In turn, the “conditional acceptance” category is associated with the subcategories authorship [05], participation [3], research [02], debates [02], vocabulary appropriation [1], knowledge reinforcement [1] and studying [1]. There was an alignment in the ten responses of the teachers regarding the use of generative AI, through admissibility conditioned on some factor. Of the ten teachers interviewed, two demonstrated disagreement in the use of AI tools in situations of writing hybrid texts. In the “measures” category, in order to reduce the negative effects of the risks of misuse of AI, the subcategories guidance [07], classroom production [02], rules [02], ethics and citizenship class [01] and active methodologies [1] are presented, and with this, the subcategory “guidance” [7] predominates. There are some limitations in the teachers’ knowledge about the use of ChatGPT in the context of hybrid written texts for educational purposes, but they are open to using the tool in classroom activities. The research concludes that it is important to build ways for the development of writing free from inequality biases, taking into account the transformations that generative AI tends to offer in terms of benefits to teaching. Writing texts allows for a range of possibilities in which the individual has the opportunity to use their creativity for a profitable purpose in the authorship of texts. Creativity is inherent to human beings and no AI technology will surpass writing contextualized with the experiences of human reality.

COMMITTEE MEMBERS:
Presidente - 1651994 - CARLOS ALBERTO LOPES DE SOUSA
Interna - 1151554 - ANDREA CRISTINA VERSUTI
Externa ao Programa - 1098857 - ALIA MARIA BARRIOS GONZALEZ - UnBExterna à Instituição - MARCIA LOPES REIS - UNESP