Inteligência artificial e produção escrita: uma proposta didática a partir da produção de texto dissertativo-argumentativo no modelo Enem

Abstract

The advancement of text-generating Artificial Intelligences (AIs), such as ChatGPT, has taken a central position in intense debates about their influence on writing skills development, especially in high school education. In this context, the main objective of this research is to present a didactic proposal for the development of students' writing skills that takes into account media education guidelines and the use of text-generating AIs, reflecting on the advantages and disadvantages of this interaction. This applied research, with a qualitative approach, was carried out through a literature review and the development of a didactic proposal aimed at 12th-grade high school classes. Based on Bakhtin’s (2011) concepts of subject and authorship, and Buckingham’s (2022) media education guidelines, the proposal includes activities that foster critical reflection on the use of AIs, the appreciation of authorship, and the development of argumentative skills. The results indicate that pedagogically guided use of AI can contribute to students’ critical thinking and autonomy, becoming an ally in teaching practices. Therefore, the school plays a key role in the ethical mediation of technology use, ensuring that students understand writing not as mere reproduction, but as a social, ideological, and transformative act.