Inteligência Artificial na educação: Big data, caixas pretas e solucionismo tecnológico
DOI:
https://doi.org/10.17398/1695-288X.21.1.129Palavras-chave:
Aprendizado aprimorado por tecnologia, Inteligência artificial, Análise de aprendizagem, Tecnologias persuasivas, Contextos educacionaisResumo
O uso da tecnologia digital está permeando e transformando todos os sistemas sociais, e a educação não é exceção. Na última década, o desenvolvimento da Inteligência Artificial deu um novo impulso à esperança de dotar os sistemas educativos de soluções “eficazes” e mais personalizadas de ensino e aprendizagem. Educadores e pesquisadores da área da educação e formuladores de políticas, em geral, carecem do conhecimento e da experiência necessários para compreender a lógica subjacente a esses novos sistemas. Além disso, não temos evidências baseadas em pesquisas suficientes para entender completamente as implicações para o desenvolvimento dos alunos tanto do uso extensivo de telas quanto da crescente dependência de algoritmos em ambientes educacionais. Este artigo, destinado a educadores, acadêmicos da área de educação e formuladores de políticas, apresenta primeiramente os conceitos de “Big Data”, Inteligência Artificial (IA), algoritmos de aprendizado de máquina e como eles são apresentados e implantados como “caixas pretas”, como bem como seu possível impacto na educação. Em seguida, enfoca os discursos educacionais subjacentes que historicamente têm visto as tecnologias de informação e comunicação como uma panacéia para resolver problemas educacionais, apontando a necessidade de analisar não apenas suas vantagens, mas também seus possíveis efeitos negativos. Termina com uma breve exploração de possíveis cenários e conclusões futuras.
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