Design instrucional e inteligência artificial generativa
convergências, tensões e perspectivas a partir de uma revisão sistemática de literatura
DOI:
https://doi.org/10.23925/1984-3585.2025i32p159-190Palavras-chave:
Design instrucional, inteligência artificial generativa, educação digitalResumo
A rápida expansão da inteligência artificial generativa tem provocado transformações significativas nos processos de concepção, desenvolvimento e avaliação de experiências de aprendizagem digital. Diante desse cenário, este artigo apresenta os resultados de uma revisão sistemática de literatura cujo objetivo foi examinar de que forma a inteligência artificial, em especial a inteligência artificial generativa, tem contribuído para o trabalho do designer instrucional. A busca bibliográfica foi realizada nas bases Scopus e Web of Science, resultando inicialmente em 88 artigos na Scopus e 52 na Web of Science, totalizando 140 estudos em inglês. Após a remoção de duplicatas e a aplicação dos critérios do protocolo PRISMA, foram excluídos textos que não apresentavam evidências empíricas, livros, capítulos de livros e artigos de conferência sem revisão por pares. Ao fim, permaneceram apenas estudos com conexão explícita entre design instrucional e inteligência artificial generativa totalizando 32 artigos. Os resultados revelam uma convergência crescente entre práticas de design instrucional e sistemas generativos, sobretudo na automação de tarefas repetitivas, no apoio à construção de conteúdo, na personalização da aprendizagem e na ampliação da tutoria digital. Também emergem tensões relacionadas à ética, à confiabilidade tecnológica, à redefinição de competências profissionais e à necessidade de governança institucional. O estudo conclui que a inteligência artificial generativa não substitui o designer instrucional, mas modifica sua atuação, exigindo novas habilidades de curadoria, mediação, julgamento crítico e integração entre agentes humanos e não humanos.
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