Artificial intelligence and critical literacies : the technocentric discourse in memes
Dizzying advances in digital technologies connected to the internet, Artificial Intelligence (ChatGPT) present challenges and concerns that have caught the attention of various sectors of society. In this scenario, education is one of the hardest hit. Therefore, it remains committed to understanding...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Revista Linguagem em Foco (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/13090 |
| Acceso en línea: | https://revistas.uece.br/index.php/linguagememfoco/article/view/13090 |
| Access Level: | acceso abierto |
| Palabra clave: | inteligência artificial (ChatGPT) gramática do design visual gêneros textuais letramentos críticos tecnocentrismo artificial intelligence (ChatGPT) grammar of visual design text genres critical literacies technocentrism Inteligencia Artificial (ChatGPT). Gramática del diseño visual. Géneros textuales. Alfabetizaciones críticas. Tecnocentrismo. |
| Sumario: | Dizzying advances in digital technologies connected to the internet, Artificial Intelligence (ChatGPT) present challenges and concerns that have caught the attention of various sectors of society. In this scenario, education is one of the hardest hit. Therefore, it remains committed to understanding and discussing the (dis)advantages arising from these advances. Multimodal text genres (such as memes) act in the materialization and dissemination of discourses marked by technocentric perspectives that, placing themselves on opposite sides, conceive technologies either as a panacea for all of humanity's dilemmas, or as an intensification of these dilemmas. Thus, this article aims to analyze memes about AI (ChatGPT) to understand the representations about these technological advances in the school environment and the perceptions veiled in the discourses materialized in memes. To this end, the theoretical-methodological framework that underlies the research are studies of Digital Technology and Neuroscience (Nicolelis, 2023), Grammar of Visual Design (Kress; Van Leeuwen, 2006; 2021), Text Genres (Bazerman, 2006; Marcuschi, 2008), Critical Literacies (Rojo; Moura, 2012; Kalantzis; Cope; Pinheiro, 2020) and Technocentrism (Vieira Pinto, 2005; Costa e Silva, 2013). Using a qualitative and interdisciplinary approach, the corpus, composed of memes about AI (ChatGPT), was collected from a repository of memes available on the Internet and analyzed in light of the representational meaning of Grammar of Visual Design and other aforementioned concepts. The analyzes revealed that AI (ChatGPT) can cause counterproductive behavioral changes, reinforce negative behaviors already existing in education actors and harm the development of critical thinking in relation to authorial academic production. |
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