Avaliar na era da IA: o paradoxo do duplo ancoramento
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Resumo
O avanço da inteligência artificial (IA) generativa temremodeladoo ensino superior e desafiado profundamente as práticas de avaliação. Este artigo propõe uma análise reflexiva das tensões entre a expertise disciplinar, a literacia em IA e os objetivos educacionais. Mais do que encarar a questão como uma escolha entre proibir ou integrar a IA, este estudo defende a necessidade de repensar o alinhamento entre finalidades, métodos e abordagens de avaliação, de forma a preparar os estudantes para um uso crítico e ético destas tecnologias. Voltar aos fundamentos pedagógicos surge como um passo essencial para preservar a educação como espaço de emancipação humana num mundo onde a IA é omnipresente.
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