A inteligência artificial na educação: os desafios do ChatGPT

Karoline Santos Rodrigues; Olira Saraiva Rodrigues

doi:10.1590/1983-3652.2023.45997

Authors

Karoline Santos Rodrigues Universidade Estadual do Goiás, Programa de Pós-graduação Interdisciplinar em Educação, Linguagem e Tecnologias, Anápolis, Goiás, Brasil https://orcid.org/0000-0002-5139-9950
Olira Saraiva Rodrigues Universidade Estadual do Goiás, Programa de Pós-graduação Interdisciplinar em Educação, Linguagem e Tecnologias, Anápolis, Goiás, Brasil https://orcid.org/0000-0003-2371-3030

DOI:

https://doi.org/10.1590/1983-3652.2023.45997

Keywords:

Artificial intelligence, Chatbots, Increased intelligence, Philosophy of technology, ChatGPT

Abstract

To discuss the impacts of the diffusion of access to language model platforms in education, this study points to methodological and substantive issues around generative Artificial Intelligence (AI) for the field of digital humanities, which has concerned educators, mainly in Higher Education, in situations such as plagiarism, critical development and creativity in contemporary textuality. Thus, the study aims to reflect, based on Andrew Feenberg's Critical Theory of Technology, how AI can be enhanced in the face of the common aversive embarrassment that requires changes. Methodologically, the research is of a qualitative, exploratory nature and the study takes advantage of a bibliographical research, whose inherent contributions to the conception of AI are based on the productions of Kaufman (2022) and Santaella (2021, 2023), which serve as a premise for to relate AI problematizations with Feenberg (2003, 2004) Critical Theory of Technology. Data point to two aspects: the first one that places generative AI as an event to be inhibited by educational institutions, due to the lack of ethical regulations; and the other that suggests to enhance the use of these products with a critical purpose, in the perspective of increased intelligence. In short, the study points out that generative AI is a field that lacks regulations, but that can be conducted collectively, mainly within Higher Education Institutions, which have the potential to discuss these issues critically and with the possibility of social action effect, to consider technology a way of life.

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Author Biographies

Karoline Santos Rodrigues, Universidade Estadual do Goiás, Programa de Pós-graduação Interdisciplinar em Educação, Linguagem e Tecnologias, Anápolis, Goiás, Brasil

Master's student in the Interdisciplinary Graduate Program in Education, Language and Technologies (PPG-IELT - UEG) and Fapeg Scholarship holder. Specialist in Teaching Humanities and Languages (IFB) and in Brazilian Sign Language - LIBRAS (UCB). Degree in Pedagogy and bachelor's degree in Social Communication with specialization in Publicity and Propaganda. Teacher at the Municipal Secretary of Education Anápolis-GO. Member of the LECCE Research Group - Literacies, Culture, Connectivity and Education, a group that belongs to the Municipal Secretary of Education of Anápolis and the State University of Goiás. In her line of research, she studies language and social practices from the perspective of Digital Culture.

Olira Saraiva Rodrigues, Universidade Estadual do Goiás, Programa de Pós-graduação Interdisciplinar em Educação, Linguagem e Tecnologias, Anápolis, Goiás, Brasil

Professor and researcher at the Interdisciplinary Postgraduate Program in Education, Language and Technologies at the State University of Goiás (PPGIELT/UEG), Postdoctoral fellow at the Department of Communication and Information Sciences at the Faculty of Letters at the University of Porto in Portugal ( FLUP), Postdoctoral in Cultural Studies from the Faculty of Letters (UFRJ), Doctorate in Art and Visual Culture (UFG), Master in Education (PUC-Goiás), Graduate in Letters (UEG). Leader of the LECCE Research Group - Literacies, Culture, Connectivity and Education. Group Mirror: http://dgp.cnpq.br/dgp/espelhogrupo/778741

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