Aplicativos de inteligência artificial na escrita e composição acadêmica na universidade: uma revisão sistemática
DOI:
https://doi.org/10.17533/udea.ikala.355878Palavras-chave:
ensino superior, tecnologia educativa, edição, escrita acadêmica, inteligência artificialResumo
A revisão e a edição são essenciais para melhorar a qualidade dos textos. Embora a literatura sobre ferramentas tecnológicas para identificar erros semânticos e léxico-gramaticais seja abundante, as evidências sobre a eficácia real da inteligência artificial (ia) nesse processo permanecem limitadas, com estudos que variam em escopo e rigor. Este estudo examina se as evidências existentes apoiam ou contradizem a hipótese de que os aplicativos baseados em ia ajudam a editar e revisar textos no ensino superior. Metodologicamente, foi realizada uma revisão sistemática nas bases de dados Scopus e Web of Science, abrangendo artigos científicos em inglês e espanhol, publicados entre 2019 e 2024, relacionados à redação universitária e ao uso da ia na correção de textos. A maioria dos estudos foi exploratória e descritiva. Um aumento notável nas publicações relacionadas à ia e à escrita acadêmica foi observado entre 2022 e 2024, com os Estados Unidos, a China, a Austrália e o Canadá liderando nessa área. As descobertas sugerem que a ia melhora a qualidade linguística e os comentários no processo de redação. Também destacam questões relacionadas à integridade acadêmica, à privacidade dos dados e à incapacidade da ia de lidar com erros complexos de redação. São necessárias conexões mais explícitas entre a ia e o ensino universitário para complementar as estratégias pedagógicas tradicionais. A necessidade de mais pesquisas nessa área é urgente, pois as questões relacionadas ao acesso equitativo e à integração responsável são essenciais para o uso da ia com o fim de apoiar ao desenvolvimento da escrita acadêmica.
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