ARTIFICIAL INTELLIGENCE AND TEXT PRODUCTION: AN EXPERIENCE REPORT

Abstract

In recent decades, artificial intelligence (AI) has undergone significant growth in society, becoming increasingly present in the daily lives of people around the world. In this context, this study aims to analyze whether the use of new technologies is effective for correcting argumentative-essay texts in preparation for the Exame Nacional do Ensino Médio (ENEM, the Brazilian National High School Exam). This is therefore an experience report in which we reflect on how AI platforms perform corrections of students’ texts, analyzing the feedback comments generated and the consequent score assignment, in comparison with teacher-based corrections, which rely on ENEM’s official evaluation criteria. The need for daily writing practice, which results in a large number of texts, served as the justification for conducting this study. The results indicate the critical use of AI as a complement to teachers’ work, demonstrating its ability to handle the high demand of produced texts and promoting technology as a facilitator in the teaching-learning process. However, it is important to emphasize that this does not imply replacing humans with machines, since, although AI offers quick and practical text correction, interpersonal interaction remains essential, both regarding technical and linguistic guidance and in providing emotional support to students. Furthermore, teacher participation is crucial for supervising the content
addressed in reading and writing activities that underpin argumentation and ENEM preparation.