1 of 15

2 of 15

Escopo da Pesquisa

  • Tensão entre IA Generativa e autoria docente na preparação de aulas de língua inglesa.

​

  • Questão: Como a autoria docente é mantida, transformada ou tensionada quando a preparação de aulas é mediada por IAGen?

3 of 15

Fundamentação Teórica

Curry (2025): problema de alinhamento

Chapelle, Beckett e Ranalli (2024): IA na Linguística Aplicada

IA como tema central para práticas de linguagem e ensino

4 of 15

Fundamentação Teórica

5 of 15

Metodologia

  • Abordagem qualitativa
  • Relato autobiográfico crítico
  • Disciplina de Estudos de Tradução, nível de Graduação (Letras-Inglês)

​

6 of 15

7 of 15

CASE APPLICATION

8 of 15

CASE APPLICATION

  • It is the year 2035.�AI is fully integrated into Translation work.

​

9 of 15

YOUR TASK

  • Design the translation workflow of a project set in 2035

​

Before we move on: What question is missing here?

  • Define:
  • Who is the author?
  • Who is responsible for errors in the final translation?
  • Does the final text reflect your voice or the AI’s?
  • Should the use of AI be disclosed to clients/readers?

10 of 15

WHAT IS THE CONTEXT?

what about the people: where are they from? how old are they? what do they like?

11 of 15

YOUR TASK

Example 1

  • The translator begins by analyzing the text’s purpose, audience, and terminology, establishing clear authorial intent before producing an initial translation draft.
  • AI is used only as a support tool during revision, for example to suggest alternative phrasings or identify inconsistencies, but all decisions about meaning, terminology, and style remain with the translator.
  • The translator then performs a review to ensure accuracy, coherence, and consistency, and finally adjusts the text to align with the intended voice and communicative context.

Example 2

  • The translation process begins with an AI-generated draft, which the translator then evaluates critically for errors, inconsistencies, and lack of specificity.
  • The translator does the post-editing, rewriting segments where necessary to refine meaning, adapt terminology, and ensure the text fits its intended audience and purpose.
  • Particular attention is given to reconstructing voice, since AI output tends to be generic, and to verifying accuracy, given known limitations in depth and reliability. The translator may also document the use of AI tools to maintain transparency.

12 of 15

Resultados

  • Autoria e hibridismo.

​

  • Interação entre conhecimento docente, experiência pedagógica, objetivos educacionais e sugestões algorítmicas.

​

  • Necessidade de revisão crítica constante

13 of 15

Discussão

  • Risco de apagamento da voz docente.

​

  • Necessidade de letramento crítico em IA, centrado na ética e na agência docente

14 of 15

Conclusão

  • A IA não elimina a autoria docente, mas produz formas de autoria híbrida.

​

15 of 15

Referências

  • AMIRJALILI, Fatemeh; NEYSANI, Mahsa; NIKBAKHT, Ali. Exploring the boundaries of authorship: a comparative analysis of AI-generated text and human academic writing in English literature. 2024.
  • BOA SORTE, Paulo. Inteligência artificial, linguagens e educação. Aracaju: EDIFS, 2024.
  • CHAPELLE, Carol A.; BECKETT, Gulbahar H.; RANALLI, Jim. Paths for Exploring AI in Applied Linguistics. In: CHAPELLE, Carol A.; BECKETT, Gulbahar H.; RANALLI, Jim (Orgs.). Exploring AI in Applied Linguistics. Ames: Iowa State University Digital Press, 2024. p. 1–8.
  • CURRY, N. A question of alignment – AI, GenAI and applied linguistics. Annual Review of Applied Linguistics, 2025.
  • RABELLO, Cíntia R. L.; CARDOSO, Janaína S. Letramento digital de professores de línguas: uma demanda da cibercultura ainda subestimada pelos currículos de licenciaturas. Revista Linguagem e Ensino, v. 25, n. especial, p. 225–249, 2022.