A Fragilização de competências essenciais perante a adoção da Inteligência Artificial no Ensino Superior: Uma reflexão Crítica

Fábio Santos

doi:10.34630/tth.v6i1.7277

Autores

Fábio Santos Jerónimo Martíns https://orcid.org/0009-0002-6425-1848

DOI:

https://doi.org/10.34630/tth.v6i1.7277

Palavras-chave:

Inteligência Artificial, Ensino Superior, Desenvolvimento Cognitivo, Substituição Cognitiva, Integridade Académica, Pensamento Critico

Resumo

Este artigo analisa a dualidade do impacto da Inteligência Artificial (IA) no Ensino Superior, tentando perceber se ela potência ou fragiliza o desenvolvimento dos estudantes. Por um lado, a IA surge como uma mais-valia para agilizar tarefas e promover o pensamento crítico através de um apoio personalizado. No entanto, segundo Carr (2010), há um risco real de “substituição cognitiva” por dependência se o esforço intelectual for negligenciado, pondo em causa a integridade académica e a autonomia, agravado pelas “alucinações” (Ji et al., 2023). Conclui-se que o impacto da IA não tem a ver apenas com a tecnologia, mas sim na forma como os alunos a utilizam. O segredo para o bom funcionamento destas ferramentas passa pela mudança dos métodos de avaliação, centrando-se na reflexão crítica e ética, para garantir que a formação e desenvolvimento do estudante não sai prejudicada enquanto futuro profissional.

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A Fragilização de competências essenciais perante a adoção da Inteligência Artificial no Ensino Superior: Uma reflexão Crítica

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