A inteligência artificial e a prática pedagógica na formação superior.

Abstract

This dissertation was developed within the research line Práticas Educativas e Diversidade of the Programa de Pós-Graduação em Educação (PPGEd) at the Universidade Federal de Campina Grande (UFCG) – PB. The research is guided by the central question: "Which teaching competencies are aligned with Artificial Intelligence systems in Education (IAEd)?" The main objective was to investigate how Artificial Intelligence (AI) is used by professors in the Curso de Ciência da Computação (CEEI – UFCG). The theoretical framework encompasses three main areas: teacher training, digital technologies in education—with an emphasis on AI—and the ethical and pedagogical challenges associated with its use in higher education. To achieve this, the following specific objectives were established: I. Understand the role of AI in higher education; II. Investigate how AI can be integrated by professors in the management of hybrid learning environments, combining digital and in-person strategies; and III. Analyze, from the perspective of undergraduate professors, the ethical and social implications of using AI as an educational tool, in light of philosophical theories of technology. The research adopts a qualitative approach, based on a case study. Data collection was conducted through semi-structured interviews with ten professors, whose responses were analyzed interpretatively to understand their practices and perceptions regarding AI integration in teaching. The study is grounded in the methodological approaches of Gil (2008), Triviños (1987), and Yin (2001), along with references that explore the intersection between technology and education, such as Freire and Guimarães (2021), Gabriel (2023), and Santaella (2021). The results highlight both the potential and challenges of using AI in teaching, emphasizing the need to develop competencies that promote a critical and ethical application of these technologies in higher education.