FROM AUTHORIAL WRITING TO ALGORITHM-MEDIATED WRITING: TRANSFORMATIONS IN THE TEXT PRODUCTION PRACTICES OF STUDENTS IN DIGITAL CULTURE

Abstract

The expansion of digital technologies in educational practices rapidly transforms the ways in which students produce texts. This study analyzes the transformations in students' textual production practices within digital culture, focusing on the transition from authorial writing to writing mediated by artificial intelligence algorithms. The research adopts a qualitative approach of a bibliographic nature, with an exploratory and descriptive character, supported by the systematic analysis of national and international scientific literature. The results indicate that tools such as ChatGPT reconfigure the relationships between authorship, creativity, and learning, generating tensions between intellectual autonomy and technological dependency. The analysis reveals that algorithmic mediation alters not only textual products but also the cognitive processes involved in writing, requiring new pedagogical competencies and updated educational policies. The study concludes that the ethically and pedagogically guided integration of algorithms into student writing represents the most consistent path for preserving authorship without denying the possibilities of digital culture. Both the Brazilian and international educational landscapes demand that teachers, institutions, and policymakers develop clear frameworks for the use of generative artificial intelligence in learning environments, ensuring that students maintain their capacity for critical and autonomous textual expression in the face of algorithmic mediation.