Texto Livre is an open access online journal on a continuous publication basis. It is sponsored by the School of Letters of the Federal University of Minas Gerais (Brazil) since 2008. Texto Livre welcomes submissions of articles, experience reports, essays, critical reviews, interviews and dossiers, by peer-reviewed author, that address the multi/pluri/inter/transdisciplinarity in the lines of linguistics, semiotics, education, communication, information and computing technologies, translation, robotics and free culture related to technologies. Its mission is to promote scientific production along these lines, allowing researchers from Brazil and abroad to disseminate their research and contribute to the debate and scientific progress in the area. Related topics of interest to this periodical are: technology-mediated language teaching, communication in the media, use of technologies in teaching-learning, open educational resources, free culture, digital inclusion, digital literacy, impact of technologies on translation, dissemination in free software and other themes related to technologies. The journal accepts manuscripts in Portuguese, Spanish, English, and French. Texto Livre is an academic publication intended for researchers as well as non-academic audiences interested in approaches to the topics addressed by the journal.
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Generic stylistics in academic text production assisted by Generative Artificial Intelligence
This paper investigates the use of General Artificial Intelligence in text production by university students, with a focus on the context of distance education, since this scenario has been a challenge for maintaining the quality of learning. To this end, an analysis was carried out, based on Theory of Text Linguistics, of academic reviews written in a distance learning curricular course. The results showed similarities among the texts, which were classified into two categories: “repetition of words” and “syntactic linking and fixed combinations”, useful for identifying texts assisted by IAG. The conclusion is that although without a detailed analysis they could be considered unpublished, texts generated under these conditions have recurring structures that often function as formulas emptied of meaning, thus constituting productions that are far removed from the formative objectives related to the development of authorship and critical reflection in university students.
Copyright (c) 2025 Róger Sullivan Faleiro, Ana Emília Klein https://creativecommons.org/licenses/by/4.0
This article discusses the inclusion of orality and colloquial discourse features in the teaching of German as an Additional Language (GAL) in university contexts, with a focus on teacher education. Despite advances in technologies and teaching materials, there remains a gap in the use of authentic and situated materials, which limits the understanding of language as a social practice. It is argued that incorporating spontaneous spoken genres brings language students closer to real linguistic and cultural practices, enriching the sociocultural dimension of language teaching. The discussion is grounded in studies on pragmatics, multimodality, and authenticity in language education. The proposed didactic approach uses episodes from the series Queer Eye Germany and Too Hot to Handle as audiovisual materials to explore pragmatic markers and identity constructions in authentic contexts of language use. The study concludes that employing multimodal oral genres contributes not only to the development of linguistic-pragmatic repertoires but also to critical, creative, and culturally sensitive teacher education.
Teaching of German as an additional language
Copyright (c) 2025 Marceli Cherchiglia Aquino, Sofia Leria Alcoforado https://creativecommons.org/licenses/by/4.0
Integrating the Internet of Things into Educational Robotics through the Creative Learning Approach
Educational Robotics has been adopted in school practice as a way of engaging students in the search for active, interdisciplinary learning. However, in a society connected by computer networks, the implementation of the Internet of Things in Educational Robotics enables a greater connection with reality outside the school environment. This paper presents the results of activities arising from the inclusion of the Internet of Things in Educational Robotics, developed by elementary school students (final grades) using the creative learning approach. As a result, the students presented and executed projects involving innovative solutions to real problems.
Copyright (c) 2025 Monica Aparecida Asquino, Janine Kniess https://creativecommons.org/licenses/by/4.0
Science communication and online engagement
Over the past decades, social media has transformed access to information and the ways in which it is shared. As a result, these platforms have become essential tools for science communication, expanding the reach of content and fostering interaction. This study aimed to analyze the communication strategies employed by Science magazine on its official Instagram and Facebook pages, compare engagement metrics (likes, comments, and shares), and investigate whether post formats and themes influenced audience interaction. This quantitative, descriptive, and exploratory research examined posts published over a 60-day period. Data were collected manually and subjected to descriptive and inferential statistical analyses (Mann-Whitney U and Kruskal-Wallis tests). The results indicated differences between the platforms, with higher engagement on Instagram, but no significant influence of post formats or themes. It is concluded that communication strategies should take into account the specificities of engagement across social media platforms.
Copyright (c) 2025 Suellen Rodrigues Kotz, Asdrúbal Borges Formiga Sobrinho, Marina Silva Bicalho Rodrigues https://creativecommons.org/licenses/by/4.0
Online press conferences and the legitimization of the Executive Branch in Costa Rica (2022-2024)
Live press conferences from the Presidency of the Republic of Costa Rica, led by President Rodrigo Chaves Robles, are a determining factor in the legitimacy of the current Costa Rican government's political management. These conferences have high audience ratings, in the context of direct confrontation between the executive branch, the media, and other public authorities. In this quantitative study, the audience is monitored during 76 press appearances between 2022 and 2024, and digital listening on the public web during the same period is analyzed to determine the digital audience trend for these appearances; identify the points of highest digital audience for these conferences, as an element of attention to the messages of the Executive Branch; and establish the correlation between the level of digital audience reached and the sentiment in the digital conversation. Therefore, this communication resource is no longer merely an informative space. It has become a key tactic for the legitimization of the Costa Rican Executive, reducing the mediation of traditional media and prioritizing direct communication with citizens.
Copyright (c) 2025 Jose Pablo Salazar Aguilar, Cristian Bonilla Cruz https://creativecommons.org/licenses/by/4.0
Environmental education for Lower Secondary School
Environmental pollution stands out as one of the most urgent and visible socio-environmental issues in our daily lives. This phenomenon is frequently associated with economic activities on a global scale. In this context, Environmental Education plays a fundamental role in addressing these issues critically and reflectively, with emphasis on the critical approach, which seeks to deepen the understanding of power relations and socio-environmental conflicts. Additionally, technology has become an essential tool for enhancing learning and stimulating new teaching methods, making it a promising strategy for Science Education. This study investigates the development of the Gaia em Alerta application as a tool for teaching Science and Environmental Education, focusing on environmental pollution and fostering students’ critical thinking. The qualitative research was conducted in a public school in the North Zone of Rio de Janeiro, with 9th-grade students, using the application, which is already available on Google Play, to explore concepts and approaches related to Environmental Pollution. The implementation of the application demonstrated its pedagogical potential, stimulating critical reflections and expanding students’ understanding of the topic. The word cloud analysis revealed that some students began to relate pollution to structural factors, such as improper consumption and industry, aligning with the perspective of Critical Environmental Education. Despite these advances, there is a need to deepen discussions on sustainable solutions, reinforcing the importance of technology in building dynamic and contextualized learning experiences.
Copyright (c) 2025 Thais Lemos dos Santos, Paulo Roberto Soares Stephens https://creativecommons.org/licenses/by/4.0
Analysis based on the Didactic Choreographies of the integration of digital technologies in the bachelor’s degree in Mathematics
This text presents the results of a qualitative case study, the aim of which was to analyze how a subject was developed for higher education students, who were invited to organize a didactic proposal that dialogued with Digital Information and Communication Technologies (DICTs) for teaching mathematics at a public university in Minas Gerais. To achieve this goal, the methodological assumptions of Didactic Choreographies were used, constituting four axes of analysis, making it possible to understand the entire research scenario, namely: the anticipation of learning, the organization of the discipline, the learning and the products. The study reinforces the importance of subjects that integrate DICTs in mathematics degree courses, with the aim of preparing future teachers for a challenging educational scenario. The results of this research have shown that, when properly applied, DICTs can be effective allies in teaching and learning, contributing to teacher training. Finally, it is recommended that future studies analyze the long-term impact of this training on the practice of undergraduates and explore new methodologies and technological tools to improve the teaching of mathematics in Basic Education.
Digital Information and Communication Technologies
Copyright (c) 2025 Douglas Carvalho de Menezes, Muriell Francisco da Costa, Douglas Marin https://creativecommons.org/licenses/by/4.0
Generating dynamic and creative texts with Large Language Models (LLMs)
This article presents a systematic review of the literature on the application of Large Language Models (LLMs) in generating and identifying creative and dynamic texts based on symbolic, narrative, and literary imaginary references, considering publications from 2014 to 2024. The analysis encompasses two main stages: (1) automated bibliographic screening and curation with the support of tools based on artificial intelligence, and (2) critical analysis of the approaches, challenges and opportunities present in the selected literature. The tools used made it possible to manage references, extract metadata, and identify thematic patterns. The results indicate a predominance of studies focused on the creative generation of texts and the detection of figurative language, such as metaphors, with increasing use of hybrid models that combine symbolic and sub-symbolic structures. The conclusion is that, despite the potential of LLMs for computational creativity, challenges persist such as low interpretability and poor adaptation to non-hegemonic cultural contexts.
Copyright (c) 2025 Patrick Fernandes Rezende Ribeiro, Denise Fukumi Tsunoda https://creativecommons.org/licenses/by/4.0
The practice of writing helps in the expression of ideas, organization of thoughts, and understanding of complex texts, as well as fostering creativity, logical argument, and critical analysis. The Common National Curriculum Base, established by the Ministry of Education of Brazil, highlights the importance of writing in developing language skills and integrating reading, writing, orality, and linguistic analysis into the school curriculum. In the National High School Exam (ENEM), the writing score can be a point of inflection, as it requires a dissertative-argumentative essay that evaluates students' ability to articulate arguments cohesively and coherently. However, teachers face challenges correcting Enem essays due to the large number of students and the heterogeneity of writing levels. Artificial Intelligence (AI) emerges as a promising solution, offering advanced tools for quick and accurate text analysis and providing detailed and personalized feedback. This article presents EnemIA, an environment designed to assist in correcting essays, offering feedback aligned with the skills evaluated in ENEM. EnemIA was applied in a third-year class of an Integrated Technical Course in Informatics at a Federal Institute. The results indicated a significant improvement in the accuracy and agility of corrections. In addition, students have shown advances in their writing skills, driven by the detailed and personalized feedback offered by the tool.
Alba Valéria de Sant'Anna de Freitas Loiola
Copyright (c) 2025 Andréia dos Santos Sachete, Alba Valéria de Sant'Anna de Freitas Loiola , Ânderson Martins Pereira, Fábio Diniz Rossi, Raquel Salcedo Gomes https://creativecommons.org/licenses/by/4.0
This paper summarizes research on digital local journalism conducted between 2013 and 2023. Through a systematic literature review (n=149), six research clusters were identified: journalistic practices, media landscapes, digital transformation, audience engagement, business models, and civic participation. The findings highlight the dual challenges of innovation and sustainability, especially for smaller media outlets in resource-scarce contexts. Local journalism continues to play a key role in community identity, despite threats to its future posed by the spread of news deserts, the dangers of algorithmic biases and funding difficulties. These results also stress the intrinsic connection between technological innovation, business model sustainability, and the fostering of civic participation, all of which are essential to the resilience of local journalism. Research remains concentrated in the Global North, pointing to the need for broader geographical representation. Future studies are suggested regarding the ethical use of Artificial Intelligence, hyperlocal resilience, and mechanisms for building trust.
Copyright (c) 2025 Pedro Jerónimo, Luísa Torre https://creativecommons.org/licenses/by/4.0
Disinformation ecosystem in far-right Telegram channels about the 2024 floods in Rio Grande do Sul
This study aimed to understand the disinformation ecosystem in public far-right channels on the messaging app Telegram, focusing on posts about the floods in Rio Grande do Sul (RS) during the first half of 2024. A total of 25 posts were analyzed, selected based on the criterion of highest engagement, all published in public far-right channels. The theoretical and methodological framework adopted is based on discursive semiotics and sociosemiotics. The analysis considered both the content of the posts and the emoji reactions by channel subscribers. Based on the analyses, the following discursive typologies of the disinformation ecosystem were proposed: declarative content, misleading content, hate speech, irony, memes, and conspiracy theories. Among the most frequent themes were criticisms of governmental negligence, denunciations of ideologically motivated land expropriation, and claims that state inaction was promoting civilian deaths, among others. The study also highlighted the use of emojis as a condensed form of hate speech. Finally, it was observed that adherence to disinformation occurs not only through fiduciary and veridictory contracts but also within the regime of adjustment, based on the sensitive interaction between subjects.
Copyright (c) 2025 Conrado Moreira Mendes, Carolina Gouvêa de Almeida, Maria Ângela Mattos https://creativecommons.org/licenses/by/4.0
Emotions and climate change on instagram
Understood as long-term transformations in temperature and climate patterns, climate change is gaining increasing attention in public debates. In this article, we aim to analyze the emotions expressed in Brazilian content on Instagram regarding this topic. We started with a random sample of 1,067 posts on the subject between 2021 and 2022, collected through Crowdtangle. The identification of emotions was based on the descriptors from the Human-Machine Interaction Network on Emotion and the Core Affect Model. Theo- retically, the research is situated in a multidisciplinary field, encompassing discussions about climate change, the study of emotions and social networks on the internet. As a result, a relatively small number of posts expressing emotions was observed in the corpus (18.5%). Among these, the prevalence of negative emotions (61.2%) was noted, with concern (23.7%) and disapproval (20.7%) standing out. In smaller quantities, posi- tive emotions (38.8%) such as interest (18.9%) and hope (6.6%) were also expressed. The analyses highlight the need for reflection on the identified emotions, which in different ways indicate an attention bias towards climate change and possibilities for addressing its advancement.
Copyright (c) 2025 Geilson Fernandes de Oliveira, Luisa Massarani, Graziele Scalfi , Marcelo Alves dos Santos Junior , Thaiane Oliveira https://creativecommons.org/licenses/by/4.0
The expressive freedom of social media often results in impoliteness. Interestingly, impoliteness can also appear creatively through the blending of original utterances with reused words or structures to create resonance. This study explores two research questions: (1) How do YouTube users express impoliteness toward an Asian American stand-up comedian’s performance, particularly regarding Malaysia and the MH370 tragedy? (2) Do these comments exhibit resonance, and if so, how does resonance function within their impoliteness strategies? Employing thematic analysis, this qualitative study categorizes 118 comments using Culpeper’s impoliteness triggers and Tantucci’s dialogic categorization model to identify resonance patterns. The findings reveal that users predominantly employed insults, unpalatable questions, pointed criticisms, sarcasm, and form-driven impoliteness triggers in response to the performance. Resonance was observed as users creatively echoed the comedian’s name, original joke lines, and nationality to insult and criticize her. Such strategies encouraged others to imitate or escalate face-threatening acts. Users also disguised offensive language by altering spellings to bypass content moderation, which enables the viral spread of impoliteness. Such acts not only foster impolite online behaviour but may also influence younger users to adopt similar means of avoiding repercussions. Thus, this study is crucial in understanding how impoliteness and resonance contribute to the spread of hostile discourse on social media. Its contribution lies in foregrounding the creative nature of impoliteness, particularly in multilingual contexts. By focusing on Malaysian English and Malay, this study enriches the field of pragmatics and socio-discursive dynamics of social media communication.
Copyright (c) 2025 Cherish How, Najah Zainal Abidin , Nur Azwin Zulkarnain https://creativecommons.org/licenses/by/4.0
This article aims to critically analyze the impacts of teaching platformization on the trajectory of a non-native English teacher, using autoethnography as a methodological approach. The study adopts reflective writing to connect personal experiences with theoretical discussions on the precarization of teaching, the neoliberal logic in language education, and linguistic hierarchies within digital environments. The author describes his transition from engineering to English teaching, highlighting challenges faced on digital platforms, such as constant self-promotion demands, unequal competition with native teachers, and the commodification of pedagogical relationships. The results indicate that, despite the apparent flexibility, the platform model imposes algorithmic control mechanisms, professional devaluation, and pressure to perform according to market metrics. It is concluded that although the system reinforces inequalities and weakens educational bonds, there are possible resistance strategies, such as working in specialized niches and valuing non-native teacher identity. This research contributes to debates on the future of teaching work in digital environments and the construction of more critical and meaningful pedagogical practices.
Copyright (c) 2025 Clayton Oliveira https://creativecommons.org/licenses/by/4.0
The triangular approach in art education
This article investigates the application of the triangular approach in art education, highlighting its foundations and educational benefits. The triangular methodology, developed by Ana Mae Barbosa, integrates three axes — appreciation, contextualization, and creation — to enrich the learning process and promote students' critical and aesthetic development. Adopting a qualitative methodology, the study is based on a comprehensive bibliographic review of theoretical works and case studies that exemplify the practice of the approach in different educational contexts. The content analysis of the collected sources reveals that appreciation allows students to critically interpret artworks, contextualization connects them to historical and cultural aspects, and creation encourages personal expression and technical mastery. Additionally, the integration of digital technologies, such as multimedia resources and sharing platforms, enhances the interactivity and accessibility of pedagogical practices, enriching the educational experience. The results indicate that the triangular approach, combined with the use of technologies, provides a more meaningful art education, preparing students to be critical citizens engaged in their cultural reality. In conclusion, the triangular approach stands out as a relevant and effective pedagogical resource in art education.
Copyright (c) 2025 Laura Paola Ferreira, Danilo Rodrigues Zinatelli Cesar, Eloiza Mara de Paula Rossoni https://creativecommons.org/licenses/by/4.0
Augmented reality in the teaching of atomic models
The aim of this study was to identify the impact of Augmented Reality on the engagement and motivation of 9th-grade students when learning about atomic models. Using a qualitative approach with discourse analysis, the research was conducted in a public school using the 3D Atomic Models application integrated into science lessons. The interaction with virtual objects provided by the technology sought to make abstract content more accessible and stimulate students' cognitive and emotional involvement. The results showed a significant increase in student interest, participation and understanding, as well as fostering student autonomy and protagonism. The study also highlighted challenges, such as the scarcity of research that directly correlates the use of Augmented Reality with objective indicators of engagement and motivation. The conclusion is that the integration of innovative digital resources can make teaching more interactive and meaningful, highlighting the need for public policies and teacher training to increase access to these tools in basic education.
Copyright (c) 2025 Karla Angélica Silva do Nascimento, Viviane dos Santos Marques https://creativecommons.org/licenses/by/4.0
Undergraduate ESL students' use and perceptions of ChatGPT for academic writing purposes
While research on ChatGPT’s role in instruction has witnessed rapid growth in recent years, fewer studies have paid attention to exploring undergraduate students’ perceptions of ChatGPT in English as a Second Language (ESL) academic writing contexts. To address this gap, the current study aimed to survey undergraduate ESL students’ use of ChatGPT for academic writing and their perceptions of its trustworthiness and utility. An intact class enrolled in an intensive academic writing course at a public science and engineering institute in India participated in the survey. Employing Likert-scale and multiple-choice questions, along with an open-ended item, the study collected data from 51 (13 female and 38 male) respondents and analysed it using descriptive statistics to identify trends and patterns in participants’ responses. Most respondents reported that they regularly used ChatGPT to generate and review academic texts. They appeared to express caution regarding the trustworthiness of its responses to academic writing queries and acknowledged its mechanised accuracy in summarising and correcting grammar and vocabulary mistakes. Though their confidence levels in using ChatGPT were moderate, most of them expressed willingness to use it more frequently for academic writing in the future. The findings indicate undergraduate ESL students’ increasing reliance on ChatGPT and their perceptions of its strengths and limitations as a supportive academic writing tool, implying the need for guidance in its effective and ethical use.
Copyright (c) 2025 Lakshmana Rao Pinninti https://creativecommons.org/licenses/by/4.0
Cultural Journalism and the webreview of the XXI century, innovation or tradition?
With a view that contemplates the social and historical configurations around approximations and intercommunicability (Lajolo; Zilberman, 1996) between Journalism and Literature, in spaces constituted by Cultural Journalism (Hohlfeldt, 2003; Lima, 2013; Soares, 2014), we trace the questioning of this reflection. We focus on characterizing historical stages experienced by literary supplements and webreviews, from the nineteenth century to the twenty-first century. We used as a methodology the exploratory investigation, of a historical-critical-bibliographic nature, in a qualitative and content analysis (Herscovitz, 2012; Bardin, 1977). Our reflections are centered on six editions (Krippendorff, 1990) of the webreview ”Electric Fish”. We were inspired by the particularities to identify the trends of Cultural Journalism in the 21st century. It evolved from the supplement, which sought a broad but indistinct audience, because it was published in reference newspapers, to specific publications, directed to the interested party. Despite the changes in support and the modernization of the media, with regard to technological devices, over fifty years, the supplements continue basically with the same format. Considering the impact of technological changes on reader behaviors and modes of production of digital journalism, the type of content proposed and the division of editorials of Cultural Journalism had only changes in support – from print to digital, and in layout. Peixe Elétrico does not have the characteristics of cyberjournalism, so we see a tendency to maintain the style of doing Cultural Journalism in Brazil.
Copyright (c) 2025 Larissa Bortoluzzi Rigo, Antonio Hohlfeldt https://creativecommons.org/licenses/by/4.0
Challenges for large generative language models in reproducing textual complexity
This article evaluates the performance of the generative language model Sabiá-3 in the task of reproducing aspects of textual complexity characteristic of the editorial discourse genre, using human-produced editorials as a reference point. For this task, we employed metrics from the computational tool NILC-Metrix. Our results revealed differences in four out of the five analyzed metrics. Human texts showed greater complexity in the measures of “type-token ratio” and “cross-entropy”. We argue that this outcome may be linked, for instance, to the human ability to select words or form lexical combinations without the constraints of probabilistic parameters. In contrast, the texts generated by the Sabiá-3 model displayed higher complexity in the “syllables per word” and “subordinate clauses” metrics, possibly due, among other factors, to the fact that such tools do not face cognitive processing limitations. The only metric without a statistically significant difference was “hard conjunctions”. We attribute this result to the closed-class nature of this grammatical category, which tends to limit variation. This study reinforces the importance of considering multiple dimensions of textual complexity when evaluating the output of large generative language models, especially in genres that require refined linguistic control, such as the editorial.
Copyright (c) 2025 André Luis Antonelli https://creativecommons.org/licenses/by/4.0
In this essay, I argue that algorithms can and should be read as performative texts, whose discursive actions organize meaning, shape interaction, and impact social practices. Drawing on a contemporary framework of Text Linguistics, which understands text as a situated, intersubjective, cognitive, and multimodal activity (Koch, 2006; Marcuschi, 2008; Beaugrande, 1997), I maintain that algorithms are not merely coded instructions, but forms of textualization that exert symbolic and pragmatic power in the digital world. To support this hypothesis, I analyze two algorithmic simulations written in programming language: a coffee-making model and a content recommendation system for streaming platforms. Through these analyses, I demonstrate how textuality factors such as cohesion, coherence, intentionality, acceptability, informativeness, situationality, and intertextuality emerge as effects of communication processes mediated by code. By shifting the focus from structural criteria to meaning-making dynamics, I show that algorithms not only share textual features with human discourse, but also generate interpretations, responses, and experiences. I conclude that recognizing algorithms as texts enables us to submit them to critical and ethical scrutiny, capable of revealing embedded ideologies and demanding transparency and the rewriting of the codes that shape contemporary digital life.
Copyright (c) 2025 Julio Araujo https://creativecommons.org/licenses/by/4.0