Questão de Educação e Pedagogia

QUESTÕES de 31 a 35 Texto 2:

Generative AI and the Changing Role of English Teachers Generative artificial intelligence can produce texts, explanations, exercises, translations, and feedback within seconds. In English language education, these tools may expand opportunities 5 for learners to practise reading and writing, explore different ways of expressing ideas, and receive support beyond classroom hours. Their educational value, however, does not result automatically from their technical capacity. 10 AI-generated content may contain inaccurate information, reproduce social or cultural biases, and present invented references as if they were reliable. It may also reflect linguistic patterns that are more strongly represented in its training data, while giving 15 less visibility to other varieties, identities, and cultural perspectives. For this reason, outputs produced by AI need to be examined critically rather than accepted as neutral or authoritative. The use of AI also raises questions about privacy, 20 authorship, assessment, and learner autonomy. When students submit automatically generated texts without understanding or revising them, the final product may conceal what they can actually communicate in English. Assessment practices therefore need 25 to consider not only the submitted text but also the decisions, revisions, explanations, and languagelearning processes that led to it. In this context, the teacher’s role is not reduced to selecting technological resources. Teachers need to 30 determine whether a tool is pedagogically appropriate, Conhecimentos Específicos|12 protect students’ data, design meaningful activities, and help learners question the information they receive. A human-centred approach treats AI as a resource under critical and pedagogical supervision, 35 not as a substitute for professional judgement or human agency. Adaptado de: MIAO, Fengchun; HOLMES, Wayne. Guidance for generative AI in education and research. Paris: UNESCO, 2023; MIAO, Fengchun; CUKUROVA, Mutlu. AI competency framework for teachers. Paris: UNESCO, 2024. Acesso em: 3 ago. 2026.

Adaptado de: BRITISH COUNCIL. Formative assessment. TeachingEnglish, [s.d.]; OECD. Using formative assessment and feedback. In: Unlocking high-quality teaching. Paris: OECD Publishing, 2025. Acesso em: 3 ago. 2026.