COMPARATIVE ANALYSIS BETWEEN TEXTS PRODUCED WITHOUT AND WITH THE AID OF ARTIFICIAL INTELLIGENCE IN HIGH SCHOOL

Abstract

Artificial Intelligence has been the subject of study in different sectors of society, including the educational environment. This article presents an excerpt of the results of a master's dissertation that aimed to verify whether this technological tool can contribute to the improvement of students' writing without interfering with authorship marks. The study was developed from a bibliographic research in which the concepts of digital literacy and Artificial Intelligence are integrated. In addition, data was collected in a text production workshop, in which participants produced two texts, one without the aid of AI and the other with the support of ChatGPT, the generative tool chosen for the workshop. The investigation, with a qualitative approach, was based on the comparison of the texts produced from the discursive analysis, considering elements such as thematic coherence, relevant and convincing arguments, sequential connection and authorship marks.  The results show that Artificial Intelligence helps in text production classes when used as a tool to answer questions. However, the students demonstrated a certain immaturity, not being able to productively explore all the learning possibilities that it makes possible.   Such a proposition leads us to infer that, even in classes involving technology, the teacher's mediating action is extremely important. At the end of the research, it was possible to conclude that the use of AI brought some partially satisfactory results in the preparation of texts, therefore, more investigations are needed to continue testing its applicability in high school text production classes.