Artificial Intelligence: precautions and contributions in teaching portuguese language (textual production)

Abstract

Given the development of Artificial Intelligence tools and the improvement of texts produced by ChatGPT, several concerns occupy the classroom space and worry the Portuguese language teacher. In this article, our objective is not restricted only to addressing these concerns, but also, in some way, to present some contributions of ChatGPT to the teaching of Text Production. Artificial Intelligence and the teacher do not need to take on antagonistic roles at school; on the contrary, this alliance can bring significant evolution to students' writing and methodological advances in teaching text production. In this sense, we try to highlight that the tools made available by AI are for everyone's use and are accessible to any public interested in their technological advantages. Furthermore, we bring some clarifications about what Artificial Intelligence is and, with regard to the possible contributions of AI to the teaching of Text Production, we address some features of the free version of ChatGPT, Virtual Tutoring and Personalized Teaching, in an attempt to show greater democratization and accessibility to the tools made available by Artificial Intelligence. For this study, we took as a basis the theoretical assumptions of Lamb, Levy & Quigley (2023), Dina Baptista (2024), Dora Kauffman (2019), Svetlana et al. (2022), Cruz (2023), Marzuki (2023) and others.