Questões de Concurso

From a critical perspective on educational technology and digital literacy in language education, Large Language Models (LLMs) are often promoted under the premise of "personalized learning." However, their implementation within the classroom carries significant socio-ideological and pedagogical implications that redefine the role of the language teacher.

Considering the impact of Artificial Intelligence (AI) on language variation, textual standardization, and material curation, the language teacher must act as a

(a)

mediator of linguistic equity, integrating AI tools to convert underrepresented language varieties into the prestige norm in order to democratize students’ access to digital spaces.

(b)

technical monitor of automated training, delegating curricular design to the LLM to ensure a fully individualized learning pace independent of human intervention.

(c)

critical agent of linguistic and material curation, challenging textual standardization and counteracting the systemic erasure of underrepresented language varieties in algorithmic corpora.

(d)

structural trainer who prioritizes the mechanical stimulus-response dynamic of AI-mediated interactions, replacing open communicative dialogue with repetitive algorithmic exchanges to build language habits.

(e)

neutral coordinator of digital platforms, ensuring that pedagogical intervention is minimized so that the data-driven accuracy of algorithmic systems can operate without human ideological interference.