Language is an intrinsic human attribute, serving as a fundamental tool for social interaction and the advancement of civilization. Over the centuries, language has transformed from ancient to modern forms, embodying the human essence of emotions, feelings, and cognitive currents.

FOOD FOR THOUGHT: Is Artificial Intelligence superseding language as a distinctively human attribute?

According to the Brazilian literary writer Sérgio Rodrigues, quoted by Ferreira (2025), creative writing encompasses everything that robots are incapable of achieving. While robots can produce impressive imitations of human language, they lack the deeper dimensions that define true creative expression. It is unlikely that technology will acquire these qualities anytime soon, especially not until it develops self-awareness.

Stefania Giannini, Assistant Director-General for Education at UNESCO (2023) poses the fact that machines are now crossing so many language thresholds and so quickly should make us think and reflect. The processes that make these developments possible are important and deserve scrutiny, but their result is undeniable: machines can now simulate sophisticated conversation beyond narrow tasks.  We are coming to understand that our monopoly on advanced language – a natural ability, cultivated through education, and our species’ most defining social trait – is no longer something we can take for granted. Recognizing this fact is forcing us to revisit the beliefs and assumptions that uphold our current education systems and, indeed, our wider societies.

Thus, Giannini states that developments in generative AI raise fundamental questions for the future of education: How will this technology change notions of who we are as humans? How will it reframe our understandings of human intelligence? How will it impact our relationships with each other? We are also forced to consider the new technologies that study our languages and generate them, without explicit human direction and therefore unpredictably. Is it possible for technology that is proficient in language and learning to, at some point, develop sentience, knowledge of its own existence, and desire greater autonomy? Is it wise to hand over millennia of knowledge to machines that appear to be capable of learning and performing beyond boundaries set by humans?  And what about our interactions with these machines: How should we ‘treat’ them? Is it appropriate for a non-human machine to speak to an adult as if it were another person? Is this appropriate for a child? What should we think when a chatbot assumes the voice of a living or long-dead historical figure on demand and without hesitation?

The Brazilian National Education Council (2025) has proposed that a requirement will be established to incorporate artificial intelligence into educational curricula. This integration may either occur as a cross-cutting theme across various disciplines or as a distinct curricular component. The specific rules and guidelines for institutions are yet to be determined by the council. However, the rapporteur has indicated that the document should include aspects such as the necessity for human mediation in the use of these tools.

References:

Brasil, M. (2025). Conselho Nacional de Educação prepara normas para uso de IA por professores. ICL Notícias. País. It is available at: https://iclnoticias.com.br/conselho-nacional-de-educacao-normas/

Ferreira, L. C. (2025). Fim das redações escolares? Escritor denuncia impacto da IA na educação. CNN Brasil. It is available at: https://www.cnnbrasil.com.br/educacao/fim-das-redacoes-escolares-escritor-denuncia-impacto-da-ia-na-educacao/

Giannini, S. (2023) Generative AI and the future of education. Unesco. It is available at: https://unesdoc.unesco.org/ark:/48223/pf0000385877.locale=fr.