Revista Docência do Ensino Superior

Current Issue

Vol. 16 (2026)

Published: 2026-01-27

Seção especial: IA nos processos de ensino-aprendizagem

Between innovation and skepticism higher education professors facing assessment with the use of artificial intelligence

Paulo Sérgio Garcia, Paulo Roberto Rego dos Santos, Patrícia Cecília Silva, Nicolas Valverde Costa

1-23
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DOI: https://doi.org/10.35699/2237-5864.2026.58840
Artificial intelligence as a pedagogical support resource in Mining Engineering education

Paulo Henrique Santana França, Herbert Souza e Silva, Gerson Ferreira da Silva, Jônatas Franco Campos da Mata

1-26
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DOI: https://doi.org/10.35699/2237-5864.2026.58434
Generative artificial intelligence challenges, limits, and perspectives for higher education in Brazil

Gabriel Gonzaga Monteiro, Nízia Maria Ponte

1-17
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DOI: https://doi.org/10.35699/2237-5864.2026.58903
Artificial intelligence in higher education ethical, political, and regulatory perspectives

Cristiane de Lima Barbosa, Ulysses do Nascimento Varela, Rafael Sbeghen Hoff

1-22
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DOI: https://doi.org/10.35699/2237-5864.2026.58920
The ethical challenges of using artificial intelligence AI literacy for higher education

Mariah Brochado, Lucas Magno de Oliveira Porto

1-18
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DOI: https://doi.org/10.35699/2237-5864.2026.58906
Generative artificial intelligence has been rapidly incorporated into higher education, often without pedagogical regulation compatible with the cognitive and ethical demands of technically sensitive fields. In the teaching of Reinforced Concrete Structures, this scenario raises concerns regarding the development of structural reasoning, the traceability of decisions, and epistemic delegation in tasks involving high technical responsibility. In this context, the present study investigates the pedagogical, epistemic, and ethical impacts of the guided use of ChatGPT in solving a reinforced concrete beam design task, compared to a condition without algorithmic mediation. The analysis combined quantitative and qualitative methods, based on a rubric composed of seven procedural criteria and the evaluation of AI interaction logs. Although the mean performance in the no algorithmic mediation condition (6.07/10.0) was higher than in the GPT-Oriented condition (4.70/10.0), no statistically significant difference was identified (p > 0.05). However, qualitative analysis revealed systematic weaknesses under algorithmic mediation, including cumulative error propagation, normative inconsistencies, loss of reasoning traceability, and episodes of epistemic delegation. It is concluded that an appropriate educational response does not lie in prohibiting the technology, but in its regulated and progressive integration, proposing the Progressive Structural Mediation Model with AI (MESP-IA) as a theoretical-pedagogical contribution to the teaching of structurally sensitive disciplines. pedagogical impacts of algorithmic mediation

Matheus Goulart Mena Barreto, Enzo Dantas Rossi, Gabriela Meller, Débora Bretas Silva, Eduardo Cesar Pachla

1-22
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DOI: https://doi.org/10.35699/2237-5864.2026.64326
Students’ perceptions about the use of artificial intelligence in academic activities in Engineering

Leonardo Trajano Dias Garcia, Alexandre De Carvalho Castro, Carolina Maia dos Santos, Stela Trotta Silveira

1-25
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DOI: https://doi.org/10.35699/2237-5864.2026.58888
Artificial intelligence in education possibilities, challenges and ethics in teacher training

Michelle Maria Freitas Neto, Ana Carolina Carius

1-20
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DOI: https://doi.org/10.35699/2237-5864.2026.58911
Governance of algorithmic university teaching truth games in the constitution of data-driven teaching

Rafaela Esteves Godinho Leal, Maria Carolina Silva Caldeira

1-23
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DOI: https://doi.org/10.35699/2237-5864.2026.61204

Article

Formative assessment mediated by portfolios evidence of learning in a Psychology course

Mônica Tessaro

1-21
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DOI: https://doi.org/10.35699/2237-5864.2026.58687
Active methodologies in higher education trends in Nursing education in Brazil

Claudelí Mistura Corrêa, Silvana Neumann Martins, Andreia Aparecida Guimarães Strohschoen

1-23
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DOI: https://doi.org/10.35699/2237-5864.2026.58274
Teachers’ perceptions of the pandemic’s impact and reflections on post-pandemic higher education

Enio de Lorena Stanzani, Sabrina Gabriela Klein, Michelle Andrade Klaiber

1-22
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DOI: https://doi.org/10.35699/2237-5864.2026.57968
Teacher’s experience with the use of active methodologies for learning in paediatric semiology

Márcia Maria dos Santos de Moraes

1-20
DOI: https://doi.org/10.35699/2237-5864.2026.59163
PIBID and PRP teacher educators and university teaching challenges for professional development

Claudení Marques Santos, Geide Rosa Coelho

1-21
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DOI: https://doi.org/10.35699/2237-5864.2026.58984
Food sustainability in nutrition education at Brazilian federal universities

Lidiane Lieseski, Gabriele Gomes da Silva, Rozane Marcia Triches

1-23
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DOI: https://doi.org/10.35699/2237-5864.2026.62235
Laboratory teaching in endodontics and the development of technical competencies uma análise da qualidade das obturações realizadas por estudantes de Odontologia da UFC-Sobral

Igor Maia de Sousa, Alrieta Henrique Teixeira

1-23
DOI: https://doi.org/10.35699/2237-5864.2026.58475
An integrative review on decolonial teaching practices in higher education

Camila Rodrigues Pinto, Gabriel Ribeiro

1-21
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- HTML (Portuguese)
DOI: https://doi.org/10.35699/2237-5864.2026.58139
Nursing students’ perceptions of teaching and the inclusion of entrepreneurship in professional training

Ana Beatriz Moraes de Freitas, Ana Beatriz de Pontes Queiroz, Natália Amorim Ramos Félix, Janieiry Lima de Araújo

1-19
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DOI: https://doi.org/10.35699/2237-5864.2026.58885
Development and application of the board game “Adventure in the Jungle: Mission Chagas” experience report

Eva Silva Paiva, Ana Beatriz da Silva, Alícia Eliege da Silva, Larissa Nayara de Souza, Ellany Gurgel Cosme do Nascimento

1-20
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DOI: https://doi.org/10.35699/2237-5864.2026.60157
Legal education on freedom of expression on the internet

Marcos Antunes Kopstein, Diego Carlos Zanella

1-20
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DOI: https://doi.org/10.35699/2237-5864.2026.59515
Physical Education and teacher training social representations about teaching practices in undergratuate courses

Eduarda Santos, Patrick Galvanho Herculino, Rodrigo Lema Del Rio Martins

1-21
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- HTML (Portuguese)
DOI: https://doi.org/10.35699/2237-5864.2026.58379
Precarious working conditions for teachers and mental health in higher education a narrative literature review

Solange Franci Raimundo Yaegashi, Chiara Villa Chagas

1-22
DOI: https://doi.org/10.35699/2237-5864.2026.60872
Dissonance between curriculum and practice student perception of the caseload during Veterinary Medicine internships

Leandro Branco Rocha, Mariana Lima de Souza, Milena Santos Bezerra, Maria Fernanda Correia Vilas Boas, Gabriel Melo de Santana

1-22
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- HTML (Portuguese)
DOI: https://doi.org/10.35699/2237-5864.2026.62575
Enrollment and dropout in Chemistry programs reflections from a federal university in Minas Gerais

Eduardo Francé Benedito, Rita de Cássia Suart

1-21
- PDF (Portuguese)
- HTML (Portuguese)
DOI: https://doi.org/10.35699/2237-5864.2026.62846

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This Journal adopts the mode of continuous publication, with a single volume per year.

Throughout 2025, new papers will be published on this volume 15 page.

Revista Docência do Ensino Superior

Current Issue

Seção especial: IA nos processos de ensino-aprendizagem

Between innovation and skepticism higher education professors facing assessment with the use of artificial intelligence

Artificial intelligence as a pedagogical support resource in Mining Engineering education

Generative artificial intelligence challenges, limits, and perspectives for higher education in Brazil

Artificial intelligence in higher education ethical, political, and regulatory perspectives

The ethical challenges of using artificial intelligence AI literacy for higher education

Students’ perceptions about the use of artificial intelligence in academic activities in Engineering

Artificial intelligence in education possibilities, challenges and ethics in teacher training

Governance of algorithmic university teaching truth games in the constitution of data-driven teaching

Article

Formative assessment mediated by portfolios evidence of learning in a Psychology course

Active methodologies in higher education trends in Nursing education in Brazil

Teachers’ perceptions of the pandemic’s impact and reflections on post-pandemic higher education

Teacher’s experience with the use of active methodologies for learning in paediatric semiology

PIBID and PRP teacher educators and university teaching challenges for professional development

Food sustainability in nutrition education at Brazilian federal universities

Laboratory teaching in endodontics and the development of technical competencies uma análise da qualidade das obturações realizadas por estudantes de Odontologia da UFC-Sobral

An integrative review on decolonial teaching practices in higher education

Nursing students’ perceptions of teaching and the inclusion of entrepreneurship in professional training

Development and application of the board game “Adventure in the Jungle: Mission Chagas” experience report

Legal education on freedom of expression on the internet

Physical Education and teacher training social representations about teaching practices in undergratuate courses

Precarious working conditions for teachers and mental health in higher education a narrative literature review

Dissonance between curriculum and practice student perception of the caseload during Veterinary Medicine internships

Enrollment and dropout in Chemistry programs reflections from a federal university in Minas Gerais

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