<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022025000100705</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551294604por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso de Inteligência Artificial na produção acadêmica: o que pensam os pedagogos?]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogy professors&#8217; perspectives on the use of Artificial Intelligence in Academic work]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Karla Angélica Silva do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fialho]]></surname>
<given-names><![CDATA[Lia Machado Fiuza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Maria Aparecida Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Sobral CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100705&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100705&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100705&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O avanço da Inteligência Artificial (IA) no contexto educacional tem gerado debates sobre seus impactos na produção acadêmica. Assim, surge o problema: como os docentes do curso de pedagogia orientam seus alunos acerca do uso da IA na produção acadêmica e quais os desafios e estratégias emergem deste processo? O objetivo deste estudo é compreender as percepções dos professores do curso de pedagogia quanto ao uso da IA na produção acadêmica, considerando os possíveis benefícios e preocupações. A pesquisa qualitativa, do tipo estudo de caso, utilizou um questionário on-line aplicado a 22 professores de uma universidade pública cearense, questionando o que eles pensam sobre a IA e como utilizam a tecnologia. Os dados foram analisados por meio da técnica de análise de conteúdo de Bardin (1997). Os resultados indicam que, embora muitos docentes reconheçam o potencial da IA para otimizar processos acadêmicos, há preocupações significativas quanto à originalidade, ética e impacto no pensamento crítico dos estudantes. A falta de formação específica e a ausência de diretrizes institucionais claras surgem como os principais obstáculos para uma adoção eficaz da IA na educação superior. Ela pode facilitar a personalização do ensino e a automação de tarefas, mas destacam-se desafios éticos e pedagógicos, que exigem maior preparação docente. Aponta-se a necessidade de políticas institucionais voltadas à capacitação dos professores que fomentem uma implementação crítica e responsável da IA no ensino. Recomenda-se, por fim, ainda o estudo de ferramentas de IA e a adoção de métodos ativos e debates sobre ética e autoria, promovendo um uso consciente dessa tecnologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The advancement of Artificial Intelligence (AI) in the educational context has generated debates about its impact on academic work. This study addresses the research question: how do pedagogy professors guide their students on the use of AI in academic work, and what challenges and strategies emerge from this process? The objective of this study is to understand the perceptions of education professors regarding the use of AI in academic work, considering the possible benefits and concerns. This qualitative case study used an online questionnaire administered to 22 professors from a public university in Ceará, exploring their views on AI and their use of the technology. The data were analyzed using Bardin&#8217;s (1997) content analysis technique. The results indicate that, even though many professors recognize the potential of AI to optimize academic processes, there are significant concerns regarding originality, ethics, and the impact on students&#8217; critical thinking. The lack of specific training and the absence of clear institutional guidelines emerge as the main obstacles to the effective adoption of AI in higher education. It can facilitate the personalization of teaching and the automation of tasks, but ethical and pedagogical challenges stand out, requiring greater faculty preparation. There is a need for institutional policies aimed at training professors to promote the critical and responsible implementation of AI in teaching. Finally, it is also recommended to study AI tools and adopt active methods and debates on ethics and authorship, promoting the conscious use of this technology.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inteligência Artificial]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Produção científica]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="pt"><![CDATA[Texto acadêmico]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Academic work]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Academic writing]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<volume>9</volume>
<numero>48</numero>
<issue>48</issue>
<publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>UNESCO</collab>
<source><![CDATA[Guidance for generative AI in education and research]]></source>
<year>2023</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Unesco]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
