Ensinar publicidade na era da inteligência artificial generativa
creative, ethical, and authorship challenges
DOI:
https://doi.org/10.35699/2237-5864.2025.58828Keywords:
teaching-learning, advertising, generative artificial intelligence, copyrightAbstract
This article aims to critically analyze the pedagogical, ethical, and authorship challenges in the teaching of Advertising in Brazil in light of the growing adoption of generative artificial intelligence (GAI) technologies. Grounded in a theoretical framework that draws on authors from the fields of creativity, ethics, and copyright law, and aligned with national guidelines for the ethical use of GAI, the research employs a qualitative approach based on semi-structured interviews with four professors from the Advertising program at Regional University of Blumenau (FURB), during the first semester of 2025. Participants were selected through intentional sampling, focusing on teaching creative subjects and the legislation course, and findings were evaluated using thematic analysis. Findings reveal the need for pedagogical mediation that fosters critical thinking, conscious authorship, and conceptual mastery. Teaching strategies identified include reorienting GAI use from a final product to a means for argumentative and aesthetic development, as well as highlighting institutional gaps in guidelines regarding authorship and technological usage in education. The study concludes that beyond technical application, GAI should be integrated transversally into curricula, with emphasis on ethical and normative aspects. It reinforces the urgency for institutional policies that ensure the critical, creative, and legally informed training of future communication professionals.
Downloads
References
ADORNO, Theodor W.; HORKHEIMER, Max. Dialética do esclarecimento: fragmentos filosóficos. Rio de Janeiro: Jorge Zahar, 1985.
ARRABAL, Alejandro Knaesel. Autor-máquina. Revista de Informação Legislativa: RIL, Brasília, v. 61, n. 243, p. 101 122, jul./set. 2024. DOI: https://doi.org/10.70015/ril_v61_n243_p101. Disponível em: https://www12.senado.leg.br/ril/edicoes/61/243/ril_v61_n243_p101. Acesso em: 24 abr. 2025.
BARBOSA, Denis Borges. Direito de autor: questões fundamentais de direito de autor. Rio de Janeiro: LumenJuris, 2013.
BRASIL. CNS - Conselho Nacional de Saúde. Resolução nº 510, de 7 de abril de 2016. Dispõe sobre as normas aplicáveis a pesquisas em Ciências Humanas e Sociais cujos procedimentos metodológicos envolvam a utilização de dados diretamente obtidos com os participantes ou de informações identificáveis ou que possam acarretar riscos maiores do que os existentes na vida cotidiana. Brasília, DF: Ministério da Saúde, 2016. Disponível em: https://www.gov.br/conselho-nacional-de-saude/pt-br/atos-normativos/resolucoes/2016/resolucao-no-510.pdf. Acesso em: 10 nov. 2025.
BRASIL. Lei nº 9.610, de 19 de fevereiro de 1998. Altera, atualiza e consolida a legislação sobre direitos autorais e dá outras providências. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l9610.htm. Acesso em: 20 abr. 2025.
BRAUN, Virgínia; CLARKE, Victoria. Using thematic analysis in psychology. Qualitative Research in Psychology, Londres, v. 3, n. 2, p. 77-101, 2008. DOI: https://doi.org/10.1191/1478088706qp063oa. Disponível em: https://www.tandfonline.com/doi/epdf/10.1191/1478088706qp063oa?needAccess=true. Acesso em: 22 abr. 2025.
ENGELBERT, Rodrigo; HANSEN, Fábio. Inteligência artificial no trabalho criativo: protagonista ou coadjuvante do processo? Revista GEMInIS, [S.I.], v. 15, n. 1, p. 88-114, 2024. DOI: https://doi.org/10.14244/2179-1465.RG.2024v15i1p88-114. Disponível em: https://www.revistageminis.ufscar.br/index.php/geminis/article/view/806. Acesso em: 10 mar. 2025.
FLEISCHMANN, Katja. The commodification of creativity: integrating generative artificial intelligence in higher education design curriculum. Innovations in Education and Teaching International, Londres, p. 1-15, 2024. DOI: https://doi.org/10.1080/14703297.2024.2427039. Disponível em: https://www.tandfonline.com/doi/full/10.1080/14703297.2024.2427039. Acesso em: 10 mar. 2025.
FORMOSA, Paul; BANKINS, Sarah; MATULIONYTE, Rita; GHASEMI, Omid. Can ChatGPT be an author? Generative AI creative writing assistance and perceptions of authorship, creatorship, responsibility, and disclosure. AI & Society, [S.I.], v. 40, p. 3405-3417, 2024. DOI: https://doi.org/10.1007/s00146-024-02081-0. Disponível em: https://link.springer.com/article/10.1007/s00146-024-02081-0#citeas. Acesso em: 23 abr. 2025.
FRANCK, Georg. The economy of attention. Journal of Sociology, [S.I.], v. 55, n. 1, p. 8-19, 2018. DOI: https://doi.org/10.1177/1440783318811778. Disponível em: https://journals.sagepub.com/doi/10.1177/1440783318811778. Acesso em: 23 abr. 2025.
GARCIA, Manuel B. The paradox of artificial creativity: challenges and opportunities of generative AI artistry. Creativity Research Journal, Londres, v. 37, n. 4, p. 755-768, 2024. DOI: https://doi.org/10.1080/10400419.2024.2354622. Disponível em: https://www.tandfonline.com/doi/full/10.1080/10400419.2024.2354622. Acesso em: 22 abr. 2025.
HABERMAS, Jürgen. Conhecimento e interesse. São Paulo: Editora Unesp, 2014.
HABIB, Sabrina; VOGEL, Thomas; ANLI, Xiao; THORNE, Evelyn. How does generative artificial intelligence impact student creativity? Journal of Creativity, [S.I.], v. 34, n. 1, 2024. DOI: https://doi.org/10.1016/j.yjoc.2023.100072. Disponível em: https://www.sciencedirect.com/science/article/pii/S2713374523000316?via%3Dihub. Acesso em: 23 abr. 2025.
IVCEVIC, Zorana; GRANDINETTI, Mike. Artificial intelligence as a tool for creativity. Journal of Creativity, [S.I.], v. 34, n. 2, 2024. DOI: https://doi.org/10.1016/j.yjoc.2024.100079. Disponível em: https://www.sciencedirect.com/science/article/pii/S2713374524000050?via%3Dihub. Acesso em: 22 abr. 2025.
JIMÉNEZ SÁNCHEZ, Álvaro. Implementación de la inteligencia artificial en la universidad para aprender a realizar campañas publicitarias. Revista científica de educación y comunicación, Cádiz, n. 28, p. 1-14, 2024. DOI: https://doi.org/10.25267/Hachetetepe.2024.i28.1106. Disponível em: https://revistas.uca.es/index.php/hachetetepe/article/view/10696. Acesso em: 22 abr. 2025.
KLEIN, Naomi. Sem logo: a tirania das marcas em um planeta vendido. 4. ed. Rio de Janeiro: Record, 2004.
MARRONE, Rebecca; CROPLEY, David; MEDEIROS, Kelsey. How does narrow AI impact human creativity? Creativity Research Journal, p. 1-11, 2024. DOI: https://doi.org/10.1080/10400419.2024.2378264. Disponível em: https://www.tandfonline.com/doi/full/10.1080/10400419.2024.2378264#abstract. Acesso em: 17 abr. 2025.
ORGANIZAÇÃO DAS NAÇÕES UNIDAS. Declaração Universal dos Direitos Humanos. Paris: ONU, 1948. Disponível em: https://www.un.org/en/about-us/universal-declaration-of-human-rights. Acesso em: 23 abr. 2025.
SAMALA, Agariadne Dwinggo; RAWAS, Soha; WANG, Tianchong; REED, Janet Marie; KIM, Jinhee; HOWARD, Natalie-Jane; ERTZ, Myriam. Unveiling the landscape of generative artificial intelligence in education: a comprehensive taxonomy of applications, challenges, and future prospects. Education and Information Technologies, [S.I.], v. 30, p. 3239-3278, 2025. DOI: https://doi.org/10.1007/s10639-024-12936-0. Disponível em: https://link.springer.com/article/10.1007/s10639-024-12936-0#citeas. Acesso em: 20 abr. 2025.
SAMPAIO, Rafael Cardoso; SABBATINI, Marcelo; LIMONGI, Ricardo. Diretrizes para o uso ético e responsável da inteligência artificial generativa: um guia prático para pesquisadores. São Paulo: Editora Intercom, 2024. Disponível em: https://prpg.unicamp.br/wp-content/uploads/sites/10/2025/01/livro-diretrizes-ia-1.pdf. Acesso em: 20 abr. 2025.
ZUCCO, Fabrícia Durieux; REIS, Clóvis; PATRICIO, Giovanni Augusto; REINERT, Paulo Sérgio; SOUZA, Vanessa de. Inteligência artificial na educação superior: práticas na pesquisa, no ensino e na extensão universitária. Observatório de la Economía Latinoamericana, [S.I.], v. 21, n. 12, p. 23955-23971, 2023. DOI: https://doi.org/10.55905/oelv21n12-028. Disponível em: https://ojs.observatoriolatinoamericano.com/ojs/index.php/olel/article/view/1913. Acesso em: 22 abr. 2025.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Fabrícia Durieux Zucco, Alejandro Knaesel Arrabal, Clóvis Reis, James Dadam
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish in this journal retain the copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License which allows the sharing of work with acknowledgment of authorship and initial publication in this journal.
Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (e.g. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
Open access policy:
Revista Docência do Ensino Superior is an Open Access journal, which means that all content is available free of charge, at no cost to the user or their institution. Users may read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other legal purpose, without seeking prior permission from the publisher or author, provided they respect the license to use the Creative Commons used by the journal. This definition of open access is in line with the Budapest Open Access Initiative (BOAI).
