Título:	Apropriações da inteligência artificial em texto escrito híbrido na Pós-Graduação Stricto Sensu em Educação : silenciamentos, tensionamentos, resistências e admissibilidades
Autor(es):	Maciel, Renata Cordeiro
Orientador(es):	Sousa, Carlos Alberto Lopes de
Assunto:	Inteligência artificial Integridade científica Texto híbrido Autoria Pós-graduação
Data de publicação:	9-Fev-2026
Data de defesa:	13-Nov-2025
Referência:	MACIEL, Renata Cordeiro. Apropriações da inteligência artificial em texto escrito híbrido na Pós-Graduação Stricto Sensu em Educação: silenciamentos, tensionamentos, resistências e admissibilidades. 2025. 269 f., il. Tese (Doutorado em Educação) — Universidade de Brasília, Brasília, 2025.
Abstract:	The rapid dissemination of generative artificial intelligence tools based on large language models (LLMs), such as ChatGPT and Copilot, has challenged established modes of producing, evaluating, and communicating academic knowledge, creating tensions around conceptions of authorship, originality, and academic integrity, particularly in Stricto Sensu Graduate Programs. In this context, the aim of this thesis was to analyze the perceptions of master’s and doctoral students, as well as their supervisors, from Graduate Programs in Education regarding the appropriation of generative AI in both the process and the product of hybrid texts in dissertations and theses, considering prospective scenarios and academic integrity. This exploratory and descriptive qualitative study is grounded in the methodological principles of Content Analysis (Bardin, 2011) and data triangulation (Triviños, 1987). It draws on semistructured interviews with 24 participants, equally divided between graduate students and faculty advisors from two Brazilian public universities. No direct correlation was found between age or years of teaching experience and participants’ positions on the use of AI in academic writing. This finding rules out generational determinism and suggests that attitudes are shaped primarily by conceptions of authorship, formative commitments, technological familiarity, and values associated with academic integrity. Participants’ perceptions were organized into three analytical axes: (1) the appropriations of generative AI from the pre-project stage through the qualification stage; (2) the hybrid text in research and the tasks that can be delegated to AI throughout the development of theses and dissertations; and (3) the artisanal text and the hybrid text, and their differentiated prestige in the production of knowledge in Education. The interpretation of the data was anchored in a critical perspective on technology (Feenberg, 1999, 2004, 2013, 2022), articulated with discussions on academic and scientific integrity (Mainardes, 2023a, 2023b), authorship and appropriation (Chartier, 1998, 2002, 2017), hybrid text (Lopes; Forgas; Cerdà-Navarro, 2024), and prompt pedagogy (Santos, 2024; Silva, 2024). The study identified that the admissibility of using generative AI in the writing of theses and dissertations is situated, varying according to the stage of writing, methodological and epistemic conceptions, and the researcher’s mastery of the tool. This scenario is permeated by ethical, formative, pedagogical, and institutional silences and tensions. The results indicate that it is possible to adopt generative AI tools as support for academic writing without reducing the work to a technocratic or reductionist logic, provided that the technology functions as an aid to human activity rather than as its replacement. The findings also suggest that the presence of generative AI in academic writing requires attention to ethical and formative dimensions, particularly regarding pedagogical mediation and the institutional conditions necessary to ensure academic and scientific integrity in Graduate Programs in Education.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Tese (doutorado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2025.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG)
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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