The Artificial Intelligence shift and the teacher’s shift in correcting texts on the “Redação Paraná” educational platform

Abstract

This paper analyzes the "Redação Paraná" platform, highlighting the division of text correction stages between artificial intelligence (AI) and teachers. The objective is to understand how the use of the platform impacts the teaching-learning process of text production, observing the types of correction available, their adequacy to theoretical concepts of text revision, and the impacts on students and teachers. This research is justified by the relevance of text production as an essential practice in the development of students’ linguistic skills and critical thinking, and by the increased use of educational platforms in schools. Proofreading, a historically complex and laborious task for teachers, gains new possibilities with the use of AI. However, it is necessary to evaluate the extent to which this intervention contributes to reflection on writing and to the improvement of production, avoiding reducing the activity to a simple mechanical pointing out of errors. The results indicate that AI predominantly performs classificatory and indicative corrections, offering immediate feedback. Despite this, it has limitations, such as the inability to detect all errors or explain their occurrence in detail. The teacher, in turn, plays a central role in correcting discursive and subjective aspects, using strategies such as interactive comments and feedback, encouraging students’ critical and reflective rewriting. It can be concluded that the "Redação Paraná" contributes to optimizing teaching and supporting learning, but it does not replace pedagogical mediation. The teacher’s role is essential to ensure qualitative improvements in writing.