Literary voices in teaching Portuguese as a Foreign Language at advanced levels, didactics and AI fecundidade

Abstract

In these first decades of the 21st century, language teachers have seen their own classrooms, involuntarily and silently, "invaded" by technology, notably Artificial Intelligence (AI), which significantly impacts the teaching-learning process. It is in this context that LPE teachers find themselves, progressively becoming aware that digital literacy itself is essential, whether for the transmission of knowledge, the development of programs, or the programming of interactive strategies aimed at acquiring reading, speaking, and writing skills. The promotion of the use of new technologies, in fact, aims to facilitate this process, making it more accessible through the combination of computers, cell phones, smartphones, iPads, with digital or non-digital educational programs, through interaction with websites, podcasts, videos, blogs, or forums, leading to the re-elaboration of daily teaching methodology, allowing the development of creative and dialogical activities. Thus, incorporating AI-powered digital tools into language programs and practices, such as ChatGPT, the Talkpal mobile and web application, or the Duolingo platform and mobile application, has become indispensable for achieving the desired results in classroom work. This work reflects on the challenges, advantages, and new opportunities offered by AI and interweaves literary (hyper)texts with didactic strategies aimed at reinforcing and valuing knowledge of the cultural spaces inherent to the Portuguese language, illustrating a methodological segment of subsidiarity between literature, language, and the digital world.