Educadores em transição: desvendando as atitudes dos professores argentinos com relação à IA no ensino superior
DOI:
https://doi.org/10.17533/udea.ikala.355874Palavras-chave:
Inteligência Artificial, segunda língua, educação superior, perspectivas de docentesResumo
A inteligência artificial (IA) revolucionou a maneira como vivemos, aprendemos e trabalhamos. No meio acadêmico, ferramentas como chatbots, tradução automática e detectores de plágio estão se tornando cada vez mais populares. No entanto, com o uso generalizado dessas tecnologias entre os alunos, crescem as preocupações sobre seu impacto no aprendizado e na integridade acadêmica, bem como sobre o papel dos métodos pedagógicos tradicionais. Este artigo tem como objetivo explorar as perspectivas de vários professores argentinos sobre o uso da IA no ensino superior, suas vantagens e desvantagens. Seguindo um método qualitativo exploratório, investigamos o quanto os professores sabem sobre IA e se eles percebem seus possíveis benefícios e desafios, bem como seu impacto em suas práticas de ensino. Os resultados mostram que os professores de segundo idioma demonstram pouca familiaridade e experiência com esses recursos, especificamente com a tradução automática generativa (GMT) e o transformador de bate-papo pré-treinado generativo (GPT). Embora alguns dos entrevistados tenham demonstrado atitudes positivas em relação à incorporação dessas ferramentas em suas aulas, também foram identificados receios e ceticismo em relação a esses recursos no ensino superior, suas preocupações com a legitimidade e a responsabilidade e a falta de conhecimento sobre a interação com o software em suas práticas de ensino. O estudo destaca a importância de compreender e abordar as várias perspectivas de uso do software.
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