A formação de professores e o uso do ChatGPT® para revisão de textos

Abstract

As a result of the dissemination of technologies in everyday life, educational practices have been re-signified, impacting both the teaching profession and teacher education. In this sense, this paper discusses the demands of continuing professional development in the use of the ChatGPT^® tool for proofreading texts. Thus, the general objective of this research is to propose a reflection on teacher education for the implementation of teaching practices that include the revision of texts in the context of artificial intelligence, using ChatGPT^® In order to carry out the research, this paper relies on a bibliographical survey, which presents a compilation of the textual revision process in the context of AI. To illustrate the discussion, an analysis was made of a text revision proposal, which includes linguistic, textual and discursive dimensions, in order to outline the knowledge that is needed to carry out revision practices using ChatGPT^®. Based on the research carried out, it was possible to consider that working with revision requires teachers to have theoretical, conceptual, technical, pedagogical and linguistic knowledge in order to make proper use of the tool's potential. Thus, the ways in which the platform is organized and works, the types of commands, the didactic process of producing and revising texts, the textualization process, discursive appropriateness, the characteristics of the textual genre and the subjectivity of the author/reviewer are basic issues for qualifying the teacher education course.