PLANNING LESSONS, PLANNING JUSTICE: DECOLONIAL
PERSPECTIVES IN AI-ENHANCED ENGLISH LANGUAGE TEACHING
 

Modalidade de apresentação: Conferência de abertura
Eixo temático: 5- Inteligência artificial e tecnologias digitais aplicadas ao ensino e à aprendizagem de língua inglesa
 

This keynote session explores the intersection of generative artificial intelligence (GenAI), English language teacher education, and digital colonialism through a decolonial lens. Drawing on experiences with Brazilian pre-service English teachers using ChatGPT to design lesson plans, I argue that prompting is not merely a technical task but a pedagogical and ideological act. AI-generated content reflects not only users' prior knowledge but also the broader sociotechnical systems behind these tools — including exploitative labor structures and geopolitical asymmetries. The work of low-paid content moderators and data annotators, often in the Global South, remains invisible, while U.S.-based tech giants profit from the massive extraction of personal and linguistic data. This digital colonialism reproduces racialized and neoliberal dynamics, echoing the logics of historical empires. By examining how student-teachers engage critically with AI outputs and refine prompts to prioritize contextualized, socially meaningful language use, this session highlights the role of critical teacher education in demystifying AI. It calls for pedagogies that confront colonial structures, cultivate ethical awareness, and promote linguistic justice in AI-mediated classrooms. Rather than rejecting AI, the goal is to engage with it responsibly — planning not only lessons, but justice.

Key-words: Generative artificial intelligence; Digital colonialism; English language teacher education; AI in language education.