Writing the Self and Poetry in Images: An (auto)biographical Approach to Diversity Mediated by Artificial Intelligence

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DOI:

https://doi.org/10.35819/tear.v15.n1.a8036

Abstract

This article is situated at the intersection of digital technologies and (auto)biographical research in education, problematizing school inequalities in the post-pandemic context. The objective is to investigate how Artificial Intelligence (AI) can act as a triggering device for narratives regarding diversity and inclusion. Theoretically grounded in Candau’s multiculturalism and Goffman’s concept of stigma, and in dialogue with the "writing of the self" approach, this work presents a pedagogical reflection based on the activity "Diversity: Link by Link" (Diversidade: Elo a Elo). Methodologically, it describes the creative journey of an original concrete poem and its transmutation into visual metaphors generated by Large Language Models (LLMs). The resulting images are analyzed beyond their function as technical products, and treated as visual texts that evoke memories and reflections on social markers—race, gender, and territory. It concludes that AI, when mediated by teaching sensitivity and poetics, transcends its instrumental function, becoming a potent tool for students and teachers to rewrite their own stories, transforming stigma into narratives of belonging and unity within the school environment.

Keywords: Writing of the self. (Auto)biographical narratives. Diversity and inclusion. Artificial intelligence in education. Stigma.



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Author Biographies

  • Marcius Andrei Ullmann, Federal Institute of Rio Grande do Sul (IFRS)

    Marcius Andrei holds a PhD in Chemistry from the Federal University of Rio Grande do Sul (UFRGS). He earned both his Master’s and Bachelor’s degrees in Chemistry from the Federal University of Pelotas (UFPel). Additionally, he completed coursework in Chemical Engineering at the University of Caxias do Sul (UCS) and is currently pursuing a Licentiate degree in Chemistry at the Federal Institute of Rio Grande do Sul (IFRS), Feliz Campus.

    He possesses expertise in microscopy and advanced materials characterization. He conducted postdoctoral research in Heterogeneous Catalysis, focusing on product and process development for the petrochemical industry. Previously, he served as a research intern at the Brazilian Synchrotron Light Laboratory (LNLS), where he developed molecular tweezers to optimize the production of fuels from renewable sources.

    Currently, he works as an educator across basic, technical, and higher education levels, teaching in both teacher training and engineering programs. His academic work focuses on the teaching of industrial processes and the History of Chemistry and Science, with a specific emphasis on decolonial education and the valorization of ancestral knowledge. He leads non-formal education groups and is an active researcher of active methodologies in science education, as well as the integration of transversal educational areas, specifically focusing on the application of Large Language Models (LLM's).

  • Carine Winck Lopes, Federal Institute of Rio Grande do Sul (IFRS)

    Carine Winck Lopes holds a Licentiate degree in Pedagogy from the Federal University of Rio Grande do Sul (UFRGS), a Specialization in School Supervision and Management from the University Center Univates, and both a Master’s and a PhD in Education from UFRGS.

    She has been working in the field of Education since 2001, with experience as a teacher in Early Childhood Education and the Early Years of Elementary School, as well as a pedagogical coordinator for these levels. Currently, she serves as the coordinator and a professor for the Specialization course in School Management. Additionally, she teaches in the Licentiate degree programs in Letters (English and Portuguese) and Chemistry at the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), Feliz Campus.

    She teaches subjects such as Policies and History of Basic and Professional Education, Education for Diversity, and Democratic Management, among others. She supervises Course Conclusion Papers (TCC) for both Licentiate degrees and the Postgraduate program in School Management at IFRS - Campus Feliz. She is the author of the book Professores e Livros de Autoajuda: reflexões sobre práticas de leitura na contemporaneidade (LOPES, 2021).

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Published

2026-07-13

Issue

Vol. 15 No. 1 (2026): EDUCATION AND THE WRITING OF THE SELF: FOCUSES, SOURCES, SUBJECTS AND (IM)POSSIBLE APPROACHES

Section

Dossier

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How to Cite

Writing the Self and Poetry in Images: An (auto)biographical Approach to Diversity Mediated by Artificial Intelligence. #Tear: Journal of Education, Science and Technology, Canoas, v. 15, n. 1, 2026. DOI: 10.35819/tear.v15.n1.a8036. Disponível em: https://periodicos.ifrs.edu.br/index.php/tear/article/view/8036. Acesso em: 14 jul. 2026.