Gláuks - Revista de Letras e Artes

Inteligência Artificial e Letramentos Digitais na Linguística Aplicada do/para o Sul Global.

Kleber Aparecido da Silva, Eduardo Moura — Mon, 22 Sep 2025 00:00:00 -0300

Signo Ideológico “Eloquência”: uma Análise Discursiva de um Manual de Fala pública do século XX

Cássia dos Santos — Mon, 22 Sep 2025 00:00:00 -0300

O presente artigo tem por objetivo identificar e descrever como são formuladas as passagens escritas que nos permitem visualizar aspectos relativos à eloquência na obra A arte de falar em público: retórica eloquência: acadêmica, parlamentar, forense, eclesiástica, publicada por Silveira Bueno em 1947. Investigaremos a hipótese, a ser confirmada ou refutada, de que, na obra em questão, a eloquência aparece como uma faculdade natural, inatingível por aqueles que, por algum motivo, não a receberam. Nos valemos de alguns pressupostos teórico-metodológicos postulados pelos autores do Círculo de Bakhtin, em especial, da obra Marxismo e Filosofia da Linguagem: problemas fundamentais do método sociológico na ciência da linguagem (Volóchinov, [1929] 2017). Ao analisarmos a obra, concluímos que a eloquência, como signo ideológico, reflete e refrata alguns saberes da época em que foi escrita, a eloquência é concebida na obra de Bueno como algo dado naturalmente, ou seja, o eloquente é construído como dotado de uma habilidade natural de falar em público.

“IF YOU PRESS OK, YOU WILL PAY WITHOUT KNOWING”: NECROALGORITHMIZATION AND DIGITAL LITERACIES IN ADULT EDUCATION

Julio Araújo, Luís Ferreira, Marcos Randall Oliveira Freitas — Mon, 22 Sep 2025 00:00:00 -0300

This article examines the perceptions of Adult Education (EJA) teachers regarding the challenges and possibilities of digital literacies for elderly learners, with a particular focus on the implications of necroalgorithmization. This qualitative study was conducted within the framework of an extension project aimed at providing continuous teacher training. The analyzed data, collected through discussion circles, were transcribed and thematically categorized. The theoretical framework draws on Ferreira (2024) regarding educational subcitizenship, Lankshear and Knobel (2007) and Kleiman (2007) on critical digital literacies, and Araújo (2024) on the concept of necroalgorithmization. The findings reveal that while digital literacy holds emancipatory potential, the absence of critical support renders elderly individuals vulnerable to systemic exclusions, including involuntary indebtedness, financial fraud, and barriers to accessing essential services. The analysis highlights processes such as the compulsory digitization of financial services and algorithmic invisibility, demonstrating that the challenges extend beyond mere technological inclusion. We argue that digital literacies in EJA are not merely a technical issue but a pressing political and social concern, necessitating public policies aimed at algorithmic justice and the right to digital citizenship.

DIGITAL TECHNOLOGIES, AI AND TEACHING:

Jailine Mayara Sousa de Farias, Ana Louize Moura Duarte — Mon, 22 Sep 2025 00:00:00 -0300

Generative AI technologies have impacted the forms of interaction, production, and distribution of texts, transforming digital literacy practices and bringing significant implications for language education. Therefore, based on four official documents on the subject, this article aims to investigate, map, and critically reflect on definitions, uses, and possible impacts of Artificial Intelligence on education. The work adopts a qualitative, exploratory and documentary approach, and, situated in the field of Applied Linguistics, articulates contributions from studies on digital literacies (Lankshear; Knobel, 2015; Dudeney; Hockly; Pegrum, 2016), the cyber-social perspective (Cope and Kalantzis, 2024; Silva, 2023), as well as about the impacts of AI on education (Alves, 2023; Tzirides et al., 2023). The initial exploration of the data reveals that, although the documents address recommendations, contributions, and risks regarding the uses of AI in education, there are still gaps regarding a more plural view of AI, teacher training, and its use in different realities. Therefore, the need to expand the dialogue on the implementation of AI in education is underscored, given its possible applications and implications for agency, ethical uses, data protection, and the worsening of digital poverty.

Inteligência Artificial Generativa na Educação

Rodrigo Abrantes da Silva — Mon, 22 Sep 2025 00:00:00 -0300

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.

RETEXTUALIZATION AND AI IN TEXT PRODUCTION:

Lucas Mariano de Jesus, Juliana de Paiva Vieira Soares, Ana Elisa Ribeiro — Mon, 22 Sep 2025 00:00:00 -0300

The growing use of generative Artificial Intelligences (AI), such as ChatGPT, has been transforming certain everyday language practices as well as the ways we access and produce knowledge. However, this use often occurs uncritically, fostering a passive and dependent relationship between humans and systems based on colonial logics of knowledge production. In the school context, these tools have been increasingly used in routine activities such as text production, which can undermine student agency and silence knowledge rooted in their own lived experiences. This article analyzes the impacts of AI use on the production of retextualized short stories by 8th-grade students from a public school in the metropolitan area of Belo Horizonte (RMBH), Brazil. The analysis draws on the concept of the "condensation operation" proposed by Marcuschi (2004) and on the framework of meaning-making design developed by Cope and Kalantzis (2006, as adapted by Rojo, 2013). The results indicate a dilution of point of view and subjectivity in texts mediated by AI. Therefore, the constant use of artificial intelligences in text production leads to the erasure of authorship and personal involvement from students, weakening writing as a space for reflection and critical expression.

Reflexões sobre o uso da inteligência artificial na escrita acadêmica

Giovana Leles Rocha, Thiago Blanch Pires — Mon, 22 Sep 2025 00:00:00 -0300

Com o avanço no uso de ferramentas de inteligência artificial no meio acadêmico, se faz cada vez mais necessária a discussão acerca da ética na utilização de tais tecnologias, considerando as mudanças ocasionadas por elas. Este artigo faz um compilado dos principais impactos das inteligências artificiais generativas na escrita acadêmica, ponderando prós e contras dessas tecnologias. Para a condução dessa pesquisa, foi usada a metodologia dialética: o trabalho apresenta ambas as perspectivas por meio do diálogo e da comparação de argumentos a partir de uma revisão de literatura na interface das Humanidades Digitais e da Linguística Aplicada. O resultado é uma síntese que propõe uma ponte entre as benefícios e desafios no uso da inteligência artificial generativa no ambiente universitário. Por fim, este estudo aponta possíveis caminhos para lidarmos com esse cenário nos próximos anos.

When the prompt teaches

Denis Ramón Fúnes Flores — Mon, 22 Sep 2025 00:00:00 -0300

This article investigates emerging literacy practices mediated by generative Artificial Intelligence (AI) in language education, with a particular focus on the pedagogical role of prompts as discursive mediation devices. Grounded in the theoretical framework of Critical Applied Linguistics (Pennycook, 2018; Monte Mor, 2013) and the multiliteracies perspective (Rojo, 2012; Kalantzis & Cope, 2025), the study problematizes the role of language technologies in reshaping teaching and learning practices within the Global South. A qualitative and exploratory approach is adopted, based on the analysis of simulated pedagogical interactions using generative AI tools (such as ChatGPT), observing how participants construct meaning, negotiate discourse, and mobilize diverse linguistic repertoires through textual commands. Preliminary findings indicate the potential of prompts as catalysts for authorship, agency, and creativity in the language learning process, while also revealing epistemological tensions between automated techniques and decolonial pedagogies. It is concluded that understanding prompts as critical literacy practices enables a redefinition of AI use in education, promoting a more equitable, dialogic, and context-sensitive approach to language teaching in sociocultural realities of the Global South.

Educação digital para IA

Helena Andrade Mendonça, João Reynaldo Pires Júnior — Mon, 22 Sep 2025 00:00:00 -0300

This article addresses the growing need to prepare students and educators to interact critically with current digital systems and Artificial Intelligence (AI). It discusses essential AI concepts, differentiating Predictive AI, based on machine learning for predictions and classifications, from Generative AI, focused on generating new content. The text reports practical experimentation activities with students and teachers of basic education, using visual tools for training and programming machines based on data generated by users. These experiences demonstrated how it is possible to demystify the functioning of AI, promoting the understanding of its basic principles, the critical evaluation of tools, the detection of biases and the understanding of its capabilities and limitations. The article argues that the opacity of algorithms raises significant ethical and social issues. Based on discussions about didactic and organizational modalities for teaching reading and writing, it proposes the integration of AI into the school curriculum through approaches that foster technological appropriation, encouraging users to transform the meaning and use of technology by approaching digital resources throughout basic education. It is concluded that investing in education that demystifies AI and encourages technological appropriation is fundamental for a transparent, ethical and human-centered digital future, empowering individuals for more critical, authorial and meaningful interactions.

Engenharia de Prompt como prática de letramento digital

Paulo Bruno Lopes da Silva — Mon, 22 Sep 2025 00:00:00 -0300

The emergence of Generative Artificial Intelligence (GAI) imposes new demands on teaching competencies, especially in Foreign Language Education. This article argues that the practice of Prompt Engineering in the co-creation of listening comprehension activities in foreign languages constitutes a complex and multifaceted digital literacy event. We analyze how this practice involves skills such as critical analysis of GAI tools, instructional planning, precise linguistic formulation, evaluation of AI-generated responses, and pedagogical adaptation. Based on references on digital literacies, we discuss the implications of this new practice for the continuing education of foreign language teachers. We suggest that training in prompt engineering that is both critical and pedagogically oriented is essential for educators to use GAI effectively and ethically, transforming it into an ally in the production of didactic resources for the development of listening comprehension in the foreign language teaching-learning process.

O uso do instagram como recurso didático digital no ensino de língua inglesa

Sarah jamili, Maria Joyce Gomes Alencar, Larisse Carvalho De Oliveira — Mon, 22 Sep 2025 00:00:00 -0300

Instagram is a social network originally created for mobile devices and aimed at photo sharing, but it has evolved to include new formats such as Reels. In the context of globalization, digital media play a central role in interconnectivity and the circulation of knowledge (Souza, 2015). This study aims to identify educational content creators in the field of English language who contribute to language teaching through multimodal resources, promoting access to learning beyond geographical boundaries. It is understood that Instagram supports the development of digital literacies by offering content that enhances student engagement (Ribeiro; Coscarelli, 2020). Based on a qualitative approach and digital curation (Bassani; Magnus, 2021), profiles were analyzed that align with the pedagogical use of the platform (Guimarães; Silva, 2023), digital literacies (Ribeiro; Coscarelli, 2020), and the interactive potential of Instagram in English teaching (Martins et al., 2020). Three profiles were selected: @englishwithlarissa (vocabulary and tips), @carinafragozo (conversation and pronunciation), and @polyglotminds (cultural aspects). It is concluded that all of them significantly contribute to digital literacy and enrich the learning process through an interactive and multimodal platform.

Páginas pré-textuais

Mon, 22 Sep 2025 00:00:00 -0300