AUTHORSHIP IN TIMES OF ARTIFICIAL INTELLIGENCE: READING, WRITING AND CRITICAL THINKING PRACTICES IN BASIC EDUCATION

Abstract

The expansion of generative Artificial Intelligence has produced significant impacts on contemporary school practices, especially in reading, writing and knowledge production processes. In Basic Education, this scenario requires critical reflection on authorship, teacher mediation and student education in the face of technologies capable of producing texts, images and responses in natural language. This chapter analyzes how the presence of AI reconfigures traditional conceptions of school authorship and challenges pedagogical models centered only on the final product of learning. It is argued that the pedagogical use of these technologies requires articulation between innovation, ethics and critical awareness, avoiding both absolute rejection and uncritical adherence. The discussion is based on authors from the fields of language, education and digital culture, such as Bakhtin, Freire, Rojo, Santaella, Holmes and Tuomi, as well as recent documents from UNESCO and the Brazilian Ministry of Education. It argues that schools must take an active role in training students capable of critically reading AI-generated content, writing responsibly and understanding the limits, biases and potentialities of such systems. Finally, pedagogical paths are proposed to integrate AI into school practices without emptying the centrality of human experience in learning, interpreting and producing meaning.