A INTELIGÊNCIA ARTIFICIAL NO EIXO PESQUISA-ENSINO

ARTIFICIAL INTELLIGENCE IN RESEARCH AND TEACHING CONTEXT: A GENERAL VIEW POSSIBILE EFFECTS AND USE THOUGHTS.

Abstract

This research examines the potential impact of Artificial Intelligence (AI) use on human behavior and cognition, while also considering its influence on research and teaching contexts, considering possibilities of digital literacy, technological dependence, and the critical use of automated tools. The main objective consisted in analyzing the practices of research, lecturers, and students, verifying their appropriation of Ai in scientific and intellectual production processes, focusing on rewriting and verification. For this, a survey was conducted among 89 participants in this study at an academic conference, mapping the use patterns, trust in this technology, and critical thinking. Psychoanalysis interpreted by Lindenmeyer (2025), behaviorism by Skinner (2003), Gerlich (2025) and Sichman (2021) were the base theories for the analysis, revealing a dichotomy: IA acts as an operational optimization tool, but raises risks of cognitive dependency and consequently a reduction in intellectual effort. Full confidence in technology processes is also considered even in higher education level environments, raising reflections on the need for digital literacy that goes beyond technical competence, working with ethical, behavioral, and metacognitive dimensions. The results show daily use motivated by immediate reinforcement, coexisting with distrust about data veracity, highlighting the essentiality of digital literacy for intellectual autonomy promotion by means of conscient and questioning practices, turned to human reasoning and not its ability substitution.