Análise exploratória do uso do Chatgpt como tutor digital na escrita da redação do ENEM: um estudo com alunos do 3o ano do Ensino Médio do IFMA Campus São José de Ribamar

• Ano de defesa: 2025
• Autor(a) principal: PROTÁZIO, Líssia Maria Costa Gomes
• Orientador(a): BOTTENTUIT JÚNIOR, João Batista
• Banca de defesa: BOTTENTUIT JÚNIOR, João Batista , RODRIGUES, Sannya Fernanda Nunes , CAETANO, Luis Miguel Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM CULTURA E SOCIEDADE/CCH
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: Inteligência Artificial Generativa; ChatGPT; redação do ENEM; educação; tecnologia; escrita dissertativa-argumentativa.
• Palavras-chave em Inglês: Generative Artificial Intelligence; ChatGPT; ENEM essay; education; technology; argumentative writing.
• Área do conhecimento CNPq: Tecnologia Educacional
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6108

The advent of generative artificial intelligence (GAI) has transformed paradigms across various fields, including education, by offering new perspectives on the teaching and learning process. This interdisciplinary study investigates the impact of ChatGPT as a digital tutor in enhancing argumentative-essay writing, focusing on the National High School Exam (ENEM) writing test. Given the challenges faced by high school students in organizing and structuring ideas in a cohesive and consistent manner, the research sought to analyze how interaction with ChatGPT could contribute to the development of textual and argumentative skills. The investigation was guided by a qualitative approach, utilizing a questionnaire as a tool through a case study. The study focused on identifying the perceptions of 30 students regarding the effectiveness of GAI in writing composition, exploring the expectations and concerns associated with using this technology in the educational context. The integration of ChatGPT as a pedagogical resource was analyzed in light of contemporary theories on writing, cognition, and technological mediation. The results indicated that the use of ChatGPT led to significant improvements in students’ writing skills, particularly in organizing ideas and developing more elaborate arguments. However, ethical and pedagogical concerns also emerged, such as the need to ensure that the use of GAI fosters critical thinking and student autonomy, rather than creating technological dependence. This research contributes to the educational field by proposing reflections on the role of technology in teaching writing and highlighting the importance of a critical and ethical approach in the use of GAI. The study emphasizes that the integration of such tools should be accompanied by pedagogical strategies that promote creativity, reflection, and the development of critical and engaged citizens.