FERREIRA, N. B. R.; http://lattes.cnpq.br/3404242132519798; FERREIRA, Natália Bezerra Rodrigues.
Résumé:
In a world marked by the use of technology, it is evident that among various fields, the context of
education and the use of artificial intelligence require greater attention. The importance of Artificial
Intelligence has resonated widely, and analyzing possible improvements and ways to work within the
context of English language teaching not only demonstrates innovation but also enables a more
assertive perspective on its usage. Thus, this study aims to propose a pedagogical activity of
multiliteracies in English classes using the AI platform ChatGPT. The theoretical framework will
include authors Russell and Norvig (2004), who explain and detail how artificial intelligence can be
defined as well as its characteristics within social implementation. For digital methodology
construction, the authors Menezes (2019), as well as Cope and Kalantzis (2015), who argue about
multiliteracies methodologies, will be referenced, along with the ideas of Freire (1997), Tardif (2002),
and Leffa (2001), who discuss the role of the teacher and English language teaching in this new
technological environment. Regarding the chosen methodology, the research is classified as
bibliographic with an exploratory approach and includes a literature review with a practical
application in a pedagogical proposal, providing support for its future implementation. At the
conclusion of the study, we propose to highlight the expansion of pedagogical proposals aligned with
the development of the teacher's role in the classroom, adapting to new methods of teaching English,
and addressing the transformation in teaching perspectives within the vast communicative spaces of
the digital society.
