MULTILETRAMENTOS, AUTORIA DOCENTE E INTELIGÊNCIA ARTIFICIAL GENERATIVA: NARRATIVAS DIGITAIS EM CONTEXTOS DE CULTURA DIGITAL AMPLIADA

Abstract

The article is situated within the sociotechnical transformations of expanded digital culture, characterized by multimodality and the emergence of artificial intelligence (AI), which introduces new conceptions of literacies, authorship, and pedagogical mediation. In this context, the Pedagogy of Multiliteracies provides foundations for understanding teaching as an authorial and collaborative practice. The study aims to discuss how teachers’ digital narratives enable an understanding of the critical integration of emerging technologies, such as generative AI, reaffirming the central role of teachers in constructing ethical, meaningful, and socially organized teaching and learning processes. The qualitative research, narrative in nature and grounded in Creswell (2014) and Clandinin and Connelly (2001), adopts as its corpus digital narratives produced by Portuguese language teachers from the public school system of Paraná within contexts of continuing professional development and remote teaching (2020–2021). These narratives, simultaneously understood as both methodological instruments and objects of analysis, were examined through an analytical approach guided by multiliteracies categories in relation to digital culture: teacher authorship, pedagogical mediation, knowledge curation, and intentionality in the use of technologies, emphasizing the meanings teachers attribute to their pedagogical choices. The findings indicate that principles such as authorship, remixing, collaboration, and critical mediation were already consolidated before the dissemination of generative AI, demonstrating that the expansion of AI technologies does not replace teaching practice but intensifies the need for ethical guidance, careful curation, and a focus on meaning-making processes in pedagogical practices. Although AI systems can broaden discursive and knowledge repertoires, the production of meaning remains dependent on intentional pedagogical mediation carried out by teachers.