Generative Artificial Intelligence e Large Language Models na Perspectiva do Educador e do Gestor Educacional: Uma Revisão Sistemática da Literatura
Resumo
A recente literatura de IA na Educação foca 98% dos estudos na personalização para o aluno, negligenciando educadores e gestores. Esta Revisão Sistemática da Literatura seguiu o protocolo PRISMA 2020 e HCAI-SLR (Human-Centered AI for Systematic Literature Reviews) analisa 84 trabalhos de alto impacto (jan/2023–mai/2025) para investigar a IA Generativa no apoio à decisão docente e administrativa. Constatou-se que 62% das intervenções pedagógicas usam Chain-of-Thought com teorias como Gagné e Bloom, e 48% das aplicações de gestão focam em automação de acreditação e compliance. O estudo aponta lacunas na validação empírica e propõe a transição para uma "Inteligência Híbrida".
Palavras-chave:
Inteligência Artificial na Educação, IA Generativa, Revisão Sistemática, Inteligência Híbrida, IA Centrada no Humano
Referências
AACSB International (2025) "GenAI Adoption in Business Schools: Deans and Faculty Respond", Tampa: AACSB International, [link], 30 nov. 2025.
Banihashem, S. K., Bond, M., Bergdahl, N., Khosravi, H. and Noroozi, O. (2025) "A systematic mapping review at the intersection of artificial intelligence and self-regulated learning", International Journal of Educational Technology in Higher Education, v. 22, n. 1, p. 50.
Batista, J., Mesquita, A. and Carnaz, G. (2024) "Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review", Information, Basel, v. 15, n. 11, p. 676.
Bisoux, T. (2024) "How Can AI Support Your Accreditation Efforts?", AACSB Insights, Tampa, 11 set. 2024, [link], 30 nov. 2025.
Chan, C. K. Y. and Wong, H. Y. H. (2025) "Assessing the ability of generative AI in English literary analysis through Bloom's Taxonomy", Discover Computing, v. 28, n. 1.
Jia, L., Qi, C., Wei, Y., Sun, H. and Yang, X. (2025) "Fine-Tuning Large Language Models for Educational Support: Leveraging Gagné's Nine Events of Instruction for Lesson Planning", Preprint (arXiv), [link], 30 nov. 2025.
Le Dinh, T., Le, T. D., Uwizeyemungu, S. and Pelletier, C. (2025) "Human-Centered Artificial Intelligence in Higher Education: A Framework for Systematic Literature Reviews", Information, Basel, v. 16, n. 3, p. 240.
Page, M. J. et al. (2021) "The PRISMA 2020 statement: an updated guideline for reporting systematic reviews", BMJ, London, v. 372, n. 71.
Raskob, K., Duman, H., Kinder, J., Lee, J., Wilson, J. and Segerson, K. (2025) "Twelve tips to harness the power of AI for curriculum mapping", Medical Teacher, London, jun. 2025, DOI: 10.1080/0142159X.2025.2513427.
Zhang, X., Zhang, C., Sun, J., Xiao, Y., Yang, Y. and Luo, J. (2025) "EduPlanner: LLM-Based Multi-Agent Systems for Customized and Intelligent Instructional Design", IEEE Transactions on Learning Technologies, v. 18, p. 416-427.
Banihashem, S. K., Bond, M., Bergdahl, N., Khosravi, H. and Noroozi, O. (2025) "A systematic mapping review at the intersection of artificial intelligence and self-regulated learning", International Journal of Educational Technology in Higher Education, v. 22, n. 1, p. 50.
Batista, J., Mesquita, A. and Carnaz, G. (2024) "Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review", Information, Basel, v. 15, n. 11, p. 676.
Bisoux, T. (2024) "How Can AI Support Your Accreditation Efforts?", AACSB Insights, Tampa, 11 set. 2024, [link], 30 nov. 2025.
Chan, C. K. Y. and Wong, H. Y. H. (2025) "Assessing the ability of generative AI in English literary analysis through Bloom's Taxonomy", Discover Computing, v. 28, n. 1.
Jia, L., Qi, C., Wei, Y., Sun, H. and Yang, X. (2025) "Fine-Tuning Large Language Models for Educational Support: Leveraging Gagné's Nine Events of Instruction for Lesson Planning", Preprint (arXiv), [link], 30 nov. 2025.
Le Dinh, T., Le, T. D., Uwizeyemungu, S. and Pelletier, C. (2025) "Human-Centered Artificial Intelligence in Higher Education: A Framework for Systematic Literature Reviews", Information, Basel, v. 16, n. 3, p. 240.
Page, M. J. et al. (2021) "The PRISMA 2020 statement: an updated guideline for reporting systematic reviews", BMJ, London, v. 372, n. 71.
Raskob, K., Duman, H., Kinder, J., Lee, J., Wilson, J. and Segerson, K. (2025) "Twelve tips to harness the power of AI for curriculum mapping", Medical Teacher, London, jun. 2025, DOI: 10.1080/0142159X.2025.2513427.
Zhang, X., Zhang, C., Sun, J., Xiao, Y., Yang, Y. and Luo, J. (2025) "EduPlanner: LLM-Based Multi-Agent Systems for Customized and Intelligent Instructional Design", IEEE Transactions on Learning Technologies, v. 18, p. 416-427.
Publicado
05/10/2026
Como Citar
VITA, Stéfano Schwenck Borges Vale; DORÇA, Fabiano Azevedo.
Generative Artificial Intelligence e Large Language Models na Perspectiva do Educador e do Gestor Educacional: Uma Revisão Sistemática da Literatura. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 1648-1658.
DOI: https://doi.org/10.5753/sbie.2026.28038.
