Faróis na neblina ou tempestade no mar? Explorando a inteligência artificial generativa no ensino superior

Abstract

This study focuses on the possibilities of using Generative Artificial Intelligence (Generative AI) technologies in Higher Education, taking as its empirical field the Universidade Federal Fronteira Sul (UFFS), Chapecó campus (Santa Catarina, Brasil). The research problem centers on understanding to what extent Generative AI is integrated into the pedagogical practices of undergraduate professors and how this technology has been used, debated, and reflected upon in university teaching. The investigation is grounded in concerns about the pedagogical, ethical, and formative impacts of Generative AI, particularly with regard to teaching and teacher education. The main objective of the study is to analyze the use of Generative AI by higher education faculty, seeking to understand its contributions and challenges for pedagogical practice. To this end, the research adopts a qualitative, exploratory approach, organized into two stages: a bibliographic study conducted through a State of the Art review, and a field study carried out with professors from UFFS through the application of online questionnaires. Data analysis was conducted using content analysis, according to Bardin (1977). The results indicate that Generative AI has become part of everyday teaching practices, although in an uneven and often experimental manner. Faculty members recognize its potential as a support tool, particularly for organizing ideas, revising texts, and planning activities, but they also point to risks related to the superficiality of outputs and the replacement of cognitive effort when the technology is used uncritically. It is concluded that the impact of Generative AI does not lie in the technology itself, but in the way it is used. Therefore, the study highlights the importance of critical reflection on Generative AI, reaffirming teaching as a human, ethical, and political practice that is fundamental to critical education.