Paisagens do trabalho docente: uma experiência autoetnográfica com inteligência artificial generativa na educação linguística em inglês

Abstract

With the advancement of digital technologies and the popularization of generative artificial intelligence (AI) systems, the educational field faces new challenges and possibilities. These transformations make it increasingly urgent to reflect on the role of technologies in pedagogical practices, especially in public school contexts marked by structural inequalities and limited access. In this scenario, this study, grounded in Applied Linguistics (Moita Lopes, 2006; Fabrício, 2006), aims to investigate how generative AI mobilizes the planning of English lessons based on the pedagogy of multiliteracies (New London Group, 1996; Cope; Kalantzis, 2025a, 2025b) and on the theoretical foundations that guide generative AI studies (Santaella, 2023; Santos, 2024; Boa Sorte, 2024a) and considering the Brazilian National Common Core Curriculum – BNCC (Brazil, 2018). This is a qualitative research (Paiva, 2019) that adopts autoethnography (Holman Jones, Adams; Ellis, 2016; Ono, 2017; Magalhães, 2023) as a methodological approach, considering that the teacher-researcher's experience can generate knowledges through the articulation of personal, pedagogical, and political dimensions. For the purposes of this investigation, two main data generation instruments were employed: (1) a didactic sequence for english classes developed by the researcher in interaction with generative AI for a second-year high school class at a public state school in Alagoas, Brazil; and (2) a multimodal field diary in which the researcher documented her interactions, her reflections, feelings, and decisions throughout the process. Data analysis follows Saldaña’s (2013) narrative coding model. The findings indicate that, although generative AI presents relevant possibilities for pedagogical planning, especially regarding time management, didactic and pedagogical aspects, the promotion of creative practices based on multimodality, as well as memory building and self-reflection, its use still demands significant care. Such care relates, above all, to the promotion of critical and contextualized practices, in the face of challenges such as algorithmic influence, limitations in adaptation, lack of clarity in command formulation, the occurrence of hallucinations, and insufficient cultural diversity in the generated content. This research thus seeks to contribute to discussions on the critical use of AI in English language education, to deepen the understanding of the impacts of generative AI on multiliteracies-based practices, and to support the development of pedagogical practices that incorporate digital technologies in a critical, reflective way and aligned with the principles of multiliteracies. Finally, it is hoped that the publication of this work will contribute to the increased adoption of autoethnography as a research methodology in Applied Linguistics, highlighting its value for contemporary educational research.