Ensino Superior na era da Inteligência Artificial: Um olhar a partir das pesquisas stricto sensu desenvolvidas no período de 2000 a 2024

Abstract

This dissertation investigated the relevance of Artificial Intelligence (AI) in Brazilian Higher Education, examining the transformations in academic and pedagogical processes. The overall objective of the study was to analyze the contributions that stricto sensu research on Artificial Intelligence, developed at Brazilian institutions between 2000 and 2024, brings to Higher Education. The methodology adopted is qualitative, basic in nature, and constitutes an exploratory-documentary State of Knowledge, with a corpus of 20 productions selected from the CAPES repository. The content of these studies was systematized into eight thematic categories: Prediction and Management of Dropout in Higher Education with AI; AI-Mediated Teaching and Learning Methodologies; Ethical, Legal, and Social Implications of AI; Institutional Management and Public Policies with AI; Inclusion and Accessibility with AI; Distance Education (DE) and AI; Emerging Technologies and Innovation with AI; and Teacher Training and Preparation for AI. The main results demonstrate a research focus on personalized teaching and performance/dropout prediction, indicating an interest in algorithmic efficiency and didactic innovation. However, the study also revealed a scarcity of research focused on Teacher Training and the Ethical Regulation of the use of these technologies, exposing the need for discussions on biases and digital coloniality. The study concludes that AI represents a strategic opportunity for Brazilian higher education, requiring planning, equity, and an ethical commitment to inclusive, reflective, and humanized education.