SEVERO, Lourena Lauana Santos.
Abstract:
This work consists of experiences, results, and activities carried out as scholarship-
holder resident of the Programa de Residência Pedagógica (PRP), at a full-time public
affiliated institution in Cajazeiras/PB. Data were collected using empirical material
from the activities performed in PRP. This work accurately consists of essays and
reflections on the construction of teaching identity through educational practices in
basic education and its realities (Freire, 1967; 1979; 2000), as well as the results
obtained by teaching, study and production practices in the realm of Artificial
Intelligences, performed in sophomore year, in the course of the 2
nd
bimester of 2023, at
the affiliated institution. Essentially, it objectifies to discuss critically and reflexively
the experiences provided by PRP, as well as the results attributed to the discussions and
activities produced in the classroom, presenting the English learning plan, in order to
discuss the impacts of Artificial Intelligence on the globalized society of the 21
st
century, through the interview genre. Therefore, led by discussions held in the
classroom, activities were produced and performed by students in teams, covering the
genre, in which sophomores have scripted, staged and recorded their works, resulting in
very creative and reflective productions. The proposal of media production as
qualitative evaluative means was based on the perspective of Multiliteracies (Alves,
2018; Cope; Kalantzis, 2000; 2015; 2023; Rojo, 2009; 2013) in which language is used
as an element of acting as social beings (Marcuschi, 2002; Vygotsky, 1989; 1991),
involving learning processes, experiences in world’s plural realities, critical analysis and
investigation of human purposes and interests underlying knowledge, as well as its
applications to real use contexts. The work is also theoretically supported by Dantas e
Severo (Dantas; Severo, 2024) and Silva (Silva, 2022), in regards of digital technologies
use in English language teaching, aiming at improving comprehension and oral
production skills. Through the realization of this work and the correlation between the
studied theory and the collected data, it is settled that the developed practices
enlightened by the pedagogy of Multiliteracies corroborate the construction of critical
subjects, able to communicate in the diversity of social contexts, using the most
influential language in the world: English.
