DOS CLÁSSICOS ÀS HQS: LEITURA LITERÁRIA E PRODUÇÃO MULTIMODAL COM INTELIGÊNCIA ARTIFICIAL NO ENSINO MÉDIO

Abstract

This article analyzes a pedagogical experience carried out with 32 students from a second-year high school class, in which the reading of literary classics was combined with the production of comics supported by Artificial Intelligence (AI) tools. The objective was to understand how this articulation could foster student engagement, literary literacy, multimodal production, and the development of a critical stance toward the use of AI. A qualitative, descriptive-exploratory approach was adopted, structured as an experience report. The corpus consisted of participant observation records, reading worksheets, scripts, storyboards, multimodal productions, prompt records, and reflections written by the students, analyzed according to categories related to engagement, literary literacy, multimodality, and the critical use of AI. During the activity, organized in pairs or groups of three, the participants selected a literary work and adapted narrative and thematic elements into comic format, using AI tools to generate and edit texts and images. The results indicated student involvement in reading, selecting and reorganizing elements of the works, developing scripts, and reviewing the generated content. Difficulties related to visual coherence, text legibility, character continuity, and the preservation of literary complexity in the transposition to comics were also observed. It is concluded that the pedagogically mediated use of AI can expand possibilities for interpretation, authorship, and multimodal production, provided that it remains subordinate to the aims of literary reading and teacher mediation.