Letramentos digitais no uso de inteligências artificiais generativas por estudantes ingressantes de letras: uma análise metacognitiva

Abstract

This dissertation is based on a research that seeks to investigate the impacts of using generative artificial intelligence on the learning of new students of Literature and Linguistics college courses at the Federal University of Rio de Janeiro (UFRJ). Based on the concepts of digital literacy; AI literacy; metacognition, and self-regulation; and under the Critical Applied Linguistics approach, the study seeks to understand how the use of artificial intelligence (AI) tools has been developed by students in the construction of their study practices to the undergraduation. To this end, in addition to theoretical research, semi-structured interviews were conducted with ten first-year students of Literature and Linguistic courses at UFRJ, in the semester of 2025.2. The results revealed that the interviewees questioned the use of generative artificial intelligence in study practices, and the analysis suggests that this questioning needed to be constant and result in concrete changes in learning processes according to the needs they identified. Otherwise, the self-regulation process could be weakened. Thus, the work demonstrates the significance of critical thinking alongside metacognitive processes for the development of AI literacy.