Artificial intelligence and the teaching-learning process

writing-living of a teaching practice

Abstract

The general objective of this study is to understand the impacts of generative artificial intelligence (AI) in the teaching-learning process in the training of professionals in Psychology. This is a theoretical-reflective study that proposes the development of the notion of escrevivência, a concept developed by Conceição Evaristo, in order to report a view into the teaching experiences of the first author in a higher education institution. The analyses are organized in two sections: (a) AI and teaching experience: between challenges and training possibilities; e (b) Escrevivências: writing in the IA era. The results indicate that the presence of IA in the academic daily life, although offering promising possibilities, also imposes challenges related to the author's rights, to the absence of deep reflexion and criticism in written products, as well as the need for the teacher to manage these nuances in the teaching-learning process. One of the strategies identified as promising to face these challenges was the use of academic knowledge as a pedagogical resource, complemented by other strategies. Future research could deepen this debate, investigating different applications of AI in university contexts.