INTELIGÊNCIA ARTIFICIAL GENERATIVA NA EDUCAÇÃO E PESQUISA

REFLEXÕES SOBRE O GUIA DA UNESCO

Abstract

The use of Digital Information and Communication Technologies (DICT's) has been a recurring practice in the Knowledge Society, in many cases without due reflection on the implications of this use. AI is determining more than technical advances, it has transformed the way we teach, study and, perhaps, learn.  But do the changes have significant and qualitative implications? This article sought to answer the question: what contribution have global public policy-defining bodies made in relation to the use of AIGen? This question generated the final objective: to evaluate the recommendations of the “Guide for Generative Artificial Intelligence in education and research”, prepared by UNESCO (2024). The theme was justified given the need to reflect on the use and practical implications of using AIGen in education and research based on discussions held in the Research Group on Higher Education, Technology and Innovation and AI (GPESTI-AI). The methodological procedures included bibliographical research and documentary analysis, with a qualitative approach. It was observed that the document's recommendations are pertinent, however, regulation alone will not be effective, after all, actions related to the use of AIGen in education and research will require constant monitoring and evaluation of their effectiveness.