Abstract
This paper critically analyzes the transformations brought about by Generative Artificial Intelligence (GenAI) in education, with particular attention to its impacts on literacy practices and teacher education in the Global South. Drawing on a historical and ontological contextualization of AI as a linguistic technology, this work adopts a cyber-social perspective as an alternative to the hegemonic discourse of technological “hype,” emphasizing the possibilities of complementarity between humans and machines. The analysis delves into the dual challenge posed by GenAI: on one hand, the need to mitigate complex problems such as academic dishonesty and ethical concerns; on the other hand, the potential to explore opportunities like personalized learning at scale, enabling practices of equity and inclusion. To investigate how safeguards can be incorporated, the investigation is anchored in a cyber-social research approach, which integrates design-based research and agile methodologies. As a case study, we present an experience with a GAI writing assistant. The tool, initially developed for higher education, is being adapted for K-12 schools in the US and Brazil. We discuss how its design articulates theory and practice to address GenAI dilemmas and inspire local solutions. We conclude that, beyond adaptation, education must be guided by a critical, creative, and situated approach to these technologies to promote critical and socially just literacies.
Presenters
Rodrigo Abrantes da SilvaTeacher, Educational Technology, Dante Alighieri School, São Paulo, Brazil Verônica Cannatá
Teacher and Coordinator of Educational Technology, Educational Technology, Colégio Dante Alighieri, São Paulo, Brazil
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
GenAI, Cyber-Social Research, Digital Literacy
