Educação linguística em tempos de IA: multilinguismo, humanismo e formação de professores

Júlio Reis Jatobá

doi:10.1590/1983-3652.2026.62945

Authors

Júlio Reis Jatobá University of Macau, Faculty of Arts and Humanities, Macau, China https://orcid.org/0000-0001-5669-8119

DOI:

https://doi.org/10.1590/1983-3652.2026.62945

Keywords:

Language education, Generative AI, Multilingualism, Teacher education, AI Literacy

Abstract

This article examines, through a qualitative case study, how Artificial Intelligence (AI) is integrated into the teaching of Portuguese as a Foreign Language in Macau and what formative and evaluative implications this integration produces. The aim is to understand the pedagogical, political, and ethical effects of this incorporation, articulating multilingualism, digital humanism, and teacher education. The corpus comprises institutional documents, interviews and teacher reports, as well as student productions and records of human and automated feedback, generated between 2023 and 2025 in two undergraduate courses. In light of AI literacies and the concept of interlligences, the analysis identifies three patterns of AI use — assistive, guided, and substitutive — and highlights tensions between textual fluency, authorship, assessment, and teacher mediation. In the contexts investigated, AI expands possibilities for revision and personalization, but may intensify technological dependency and reduce the visibility of the writing process when explicit mediation is lacking. The findings indicate that teacher education, in dialogue with multilingualism and critical AI literacy, constitutes a decisive axis for the pedagogically responsible use of these technologies in foreign language education.

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Author Biography

Júlio Reis Jatobá, University of Macau, Faculty of Arts and Humanities, Macau, China

Professor Assistente na Universidade de Macau (UM). Doutor em Estudos Literários e Interculturais pela UM, mestre em Linguística Aplicada pela UM e licenciado em Letras pela Universidade de Brasília. Leciona na China desde 2006 e, entre 2010 e 2015, atuou como leitor do Ministério das Relações Exteriores do Brasil na Guangdong University of Foreign Studies (Guangzhou). Sua pesquisa e docência abrangem estudos da tradução, ensino de línguas estrangeiras e políticas linguísticas para o multilinguismo. Atualmente, é vice-coordenador institucional da Cátedra UNESCO “Políticas Linguísticas para o Multilinguismo” na UM.

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