A Inteligência Artificial emancipa ou aprisiona? Uma análise a partir das percepções de futuros professores

Abstract

The present study aimed to analyze the impacts of the use of Artificial Intelligence, especially ChatGPT, on the autonomy and academic identity of pre-service teachers. This qualitative study was conducted with 101 undergraduate students enrolled in teacher education programs at the State University of Ponta Grossa, with data collected through questionnaires and analyzed using Discursive Textual Analysis. The analysis resulted in four categories. The first showed that AI impacts learning in an ambiguous way, being perceived both as a facilitator of study, organization, and access to information and as a factor of superficiality and dependency, depending on how it is used. The second category revealed that AI can enhance autonomy and critical thinking when used consciously, but may also lead to intellectual passivity and limitations in authorship when used uncritically. The third indicated that AI use affects academic identity and writing style, potentially supporting clarity and vocabulary while also causing textual standardization and weakening authorship. Finally, the fourth category indicated that although AI has pedagogical potential, its use requires teacher mediation, ethical guidance, and clear criteria to effectively contribute to learning. Thus, the results indicate that Artificial Intelligence can contribute to initial teacher education when integrated in an ethical, critical, and pedagogically guided manner, valuing authorship and critical thinking.