ENTRE A ESTABILIDADE E A MARGINALIDADE

A RESSIGNIFICAÇÃO SOCIOPOLÍTICA DA ATIVIDADE DOCENTE, DOS DICIONÁRIOS E DA INTELIGÊNCIA ARTIFICIAL NA LEGITIMAÇÃO DO CONHECIMENTO ESCOLAR

Abstract

This article analyzes the sociopolitical resignification of teaching activity in the legitimation of school knowledge, taking writing in Portuguese as a site for observing disputes among different mediation instruments. The study aims to problematize the role of dictionaries and Artificial Intelligence (AI) in writing processes, considering that, within the school environment, dictionaries—especially in their physical form—remain historically legitimized for the stabilization of lexis and linguistic structures, whereas, in extracurricular contexts, AI has been widely mobilized by students as support for text production in a silent and institutionally unacknowledged manner. The analysis adopts a theoretical-critical perspective, grounded in Critical Applied Linguistics and studies on teaching activity, and discusses teaching as a central mediation between these regimes of text production, addressing tensions between authorship and control of meaning. The dictionary is mobilized as na exemplary reference of the school lexicological tradition, while AI is understood as a contemporary instrument whose marginalization reveals sociopolitical contradictions in the treatment of student authorship. It is concluded that making these mediations explicit and subject to problematization contributes to the resignification of teaching and learning activities in contemporary processes of legitimating school knowledge.