Inteligência artificial no ensino superior: um estudo das percepções e práticas docentes na FELCS/UFRN

Abstract

This article analyzes the perceptions and practices of professors at the Faculty of Engineering, Literature and Social Sciences of Seridó (FELCS/UFRN) regarding the use of artificial intelligence (AI) in higher education. The research, which used a qualitative and quantitative approach, used a questionnaire with open and closed questions applied to professors of the courses of Administration, Tourism, Literature and Production Engineering. The results reveal that, although the practical application of AI is still limited, professors demonstrate great interest in training and recognize the potential of technology to optimize pedagogical processes, personalize teaching and increase student motivation. At the same time, they point out challenges such as the lack of specific training, institutional barriers and ethical concerns. It is concluded that the integration of AI in higher education requires teacher training policies and ethical guidelines, maintaining the professor as an essential mediator of the educational process.