FROM DIGITAL LITERACY TO ARTIFICIAL INTELLIGENCE LITERACY: CHALLENGES FOR LINGUISTIC AND TEACHER TRAINING IN BASIC EDUCATION

Abstract

The expansion of digital technologies and the emergence of generative artificial intelligence are transforming social practices of reading, writing, meaning production, and information circulation, creating new demands for educational formation. This exploratory and qualitative study analyzes how the Reference for the Use and Responsible Development of Artificial Intelligence in Education (BRASIL, 2026a) can be understood in the light of literacy studies, digital literacy, and multiliteracies. The general objective is to analyze how the Reference conceives the formative demands related to artificial intelligence and to discuss its implications for language practices and teacher training in Basic Education. The theoretical framework articulates theoretical contributions in the fields of Linguistics and Education, understanding literacy as a social practice and digital literacy as a situated language practice mediated by technologies. The methodology combines bibliographic review and document analysis, with the 2026 Reference as the documentary corpus, contextualized in the normative scenario of Brazilian digital education. The results indicate a shift from an instrumental conception of technologies to a perspective of critical, ethical, and socially responsible formation, in which literacy in artificial intelligence expands the demands of digital literacies. It is concluded that training for AI requires linguistic, digital, critical, and ethical knowledge that enables subjects to evaluate, produce, revise, and ressignify content mediated by algorithmic systems, with direct implications for teacher training and quality education.