Banca de QUALIFICAÇÃO: TAÍSE FERREIRA DA ROCHA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : TAÍSE FERREIRA DA ROCHA
DATE: 26/09/2024
TIME: 09:00
LOCAL: Instituto Metrópole Digital
TITLE:

 

SYNTHETIC IMAGES, AUTHENTIC WRITING: ARTIFICIAL INTELLIGENCE AS
INSPIRATION FOR TEACHING FRENCH AS A FOREIGN LANGUAGE

 

KEY WORDS:

Educational Technology Innovation; AI-Generated Images; Teaching French as a Foreign Language; Writing Production; Textual Creativity

 

PAGES: 64
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research investigates the use of images generated by Artificial Intelligence (AI) as na innovative pedagogical tool in the teaching of French as a Foreign Language (FLE). From this perspective, the aim of the study is to analyze how the strategic application of these images can influence students' creativity in writing, by providing visual stimuli that promote new perspectives and thoughts. Thus, the study focuses on the analysis of AI-generated images and their relationship with students' textual production. Moreover, the research problem involves comparing students' productions with the standards established by the Common European Framework of Reference for Languages (CEFR). Considering this context, the research, embedded in the researcher's teaching practice, identifies challenges in these productions, especially regarding detailing and incorporating elements that enrich the text. Consequently, this lack of textual development is reflected in the difficulties faced by the target students in meeting pedagogical expectations, revealing a gap in creating detailed and coherent descriptions. For text evaluation, the Grilles d’Évaluations from Défi 2 material by Édition Maison de Langues will be used, which consider various aspects, including creativity. The methodology employed in this research is action research, as described by Thiollent (1986), and is guided by Lewin's (1946) action-reflection-action approach. Technical issues related to technology are based on Papert's (1980) ideas, advocating the use of innovative technologies to make learning more active and engaging. Criticisms by Dreyfus (1972) regarding the limitations of machines in replicating complex human thought are considered to better understand AI’s capabilities and constraints in education. The analysis of the impact of automation and AI on social and economic dynamics, discussed by David Ricardo (1951), and Alan Turing's (Carré & Schmite, 2020) computational theory are fundamental to understanding the current technological context. Definitions of AI will be provided by Samuel Hiard (2013) and Shapiro (1987), as well as works by Morris I. Stein (1953). Creativity in writing is addressed by Di Nizo (2008) and Marchioni (2018), who discuss techniques for stimulating it. Courtillon (2014) adds that integrating images can promote personalization and creative expression, facilitating alignment with students' interests. This is consistent with Malcolm Knowles's (1980) teaching adaptation principles, which emphasize the importance of tailoring instruction to students' individual needs and interests. Rajagopalan (2003) emphasizes, however, the importance of considering issues of power and cultural representation in this process. Silva (2023) complements this by stating that the effectiveness of this integration depends on precise written formulation, ensuring clarity and relevance in the generated images. When discussing the use of images, Peirce’s (1999), Eco’s (2003), and Santaella’s (2001) semiotic theory provides tools for interpreting the meaning of these images, expanding creative possibilities. For the application of this research, the Mídia Mágica tool, integrated with Canva, will be analyzed based on recent advances by Rombach et al. (2022) on image generation methodologies. The research will also address ethical and cultural issues of AI use in education, as discussed by Selwyn (2016). As a final product, a MOOC will be created to disseminate practices and results of this research, promoting accessible learning for other teachers in various fields.

 

COMMITTEE MEMBERS:
Presidente - 2432953 - CELIA MARIA DE ARAUJO
Interna - 1362181 - ISMENIA BLAVATSKY DE MAGALHÃES
Interna - ***.064.828-** - SELMA ALAS MARTINS - UFRN