Ensinando Ética em IA com um Jogo de Cartas para Estudantes do Ensino Fundamental e Médio de um Contexto de Vulnerabilidade Social
Resumo
O ensino de ética em IA na educação básica é fundamental para desenvolver consciência crítica sobre seus impactos sociais. Este artigo avalia o jogo de cartas educacional Dilema IA, adaptado para ensinar ética em IA a estudantes brasileiros de baixa renda. Aplicado em um curso extracurricular com 49 alunos, o jogo foi bem avaliado em diversão, interação social e usabilidade. Os resultados de aprendizagem foram moderados (média 6,1/10), mas o jogo estimulou discussões sobre ética em IA. O estudo identificou oportunidades de melhoria, como estratégias para manter o engajamento e reforçar a compreensão sobre os danos da IA.Referências
Akgun, S. & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI Ethics, 2, p. 431-440.
Ali, S., Kumar, V. & Breazeal, C. (2023). AI audit: A card game to reflect on everyday AI systems. In Proceedings of the Thirty-Seventh AAAI Conference on Artificial Intelligence and Thirty-Fifth Conference on Innovative Applications of Artificial Intelligence and Thirteenth Symposium on Educational Advances in Artificial Intelligence, 37, p. 15981-15989.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York, NY: Springer.
Gresse von Wangenheim, C., Petri, G. & Ferreti Borgatto, A. (2020). MEEGA+KIDS: A Model for the Evaluation of Games for Computing Education in Secondary School. Revista Novas Tecnologias Na Educação, 18(1).
IVG. (2022). Pode Crer Program: 2022 Social Impact Report. Disponível em: [link].
Leslie, D. (2019). Understanding artificial intelligence ethics and safety: A guide for the responsible design and implementation of AI systems in the public sector. The Alan Turing Institute. DOI: 10.5281/zenodo.3240529.
Martins, R. M., Gresse von Wangenheim, C., Rauber, M. F. & Hauck, J. C. (2023). Machine learning for all!—Introducing machine learning in middle and high school. International Journal of Artificial Intelligence in Education. Online.
The White House. (2023). Algorithmic discrimination protections | OSTP. Disponível em: [link].
Touretzky, D. S., Gardner-McCune, C., Martin, F. & Seehorn, D. (2019). Envisioning AI for K-12: What should every child know about AI? In Proceedings of the 33rd AAAI Conference on Artificial Intelligence, Honolulu, HI, USA, p. 9725-9726.
UNESCO. (2022). Artificial intelligence and digital transformation: Competencies for civil servants. Disponível em: [link].
Yin, R. K. (2017). Case Study Research and Applications: Design and Methods. SAGE Publications.
Zhang, H., Lee, I., Ali, S., Sargent, J. & Hsu, W. (2022). Integrating ethics and career futures with technical learning to promote AI literacy for middle school students: An exploratory study. International Journal of Artificial Intelligence in Education, 33, p. 290–324.
Ali, S., Kumar, V. & Breazeal, C. (2023). AI audit: A card game to reflect on everyday AI systems. In Proceedings of the Thirty-Seventh AAAI Conference on Artificial Intelligence and Thirty-Fifth Conference on Innovative Applications of Artificial Intelligence and Thirteenth Symposium on Educational Advances in Artificial Intelligence, 37, p. 15981-15989.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. New York, NY: Springer.
Gresse von Wangenheim, C., Petri, G. & Ferreti Borgatto, A. (2020). MEEGA+KIDS: A Model for the Evaluation of Games for Computing Education in Secondary School. Revista Novas Tecnologias Na Educação, 18(1).
IVG. (2022). Pode Crer Program: 2022 Social Impact Report. Disponível em: [link].
Leslie, D. (2019). Understanding artificial intelligence ethics and safety: A guide for the responsible design and implementation of AI systems in the public sector. The Alan Turing Institute. DOI: 10.5281/zenodo.3240529.
Martins, R. M., Gresse von Wangenheim, C., Rauber, M. F. & Hauck, J. C. (2023). Machine learning for all!—Introducing machine learning in middle and high school. International Journal of Artificial Intelligence in Education. Online.
The White House. (2023). Algorithmic discrimination protections | OSTP. Disponível em: [link].
Touretzky, D. S., Gardner-McCune, C., Martin, F. & Seehorn, D. (2019). Envisioning AI for K-12: What should every child know about AI? In Proceedings of the 33rd AAAI Conference on Artificial Intelligence, Honolulu, HI, USA, p. 9725-9726.
UNESCO. (2022). Artificial intelligence and digital transformation: Competencies for civil servants. Disponível em: [link].
Yin, R. K. (2017). Case Study Research and Applications: Design and Methods. SAGE Publications.
Zhang, H., Lee, I., Ali, S., Sargent, J. & Hsu, W. (2022). Integrating ethics and career futures with technical learning to promote AI literacy for middle school students: An exploratory study. International Journal of Artificial Intelligence in Education, 33, p. 290–324.
Publicado
20/07/2025
Como Citar
MARTINS, Ramon Mayor; ARNDT, Deise Monquelate; WANGENHEIM, Christiane G. von; WANGENHEIM, Lai von; RAUBER, Marcelo F.; HAUCK, Jean C. R..
Ensinando Ética em IA com um Jogo de Cartas para Estudantes do Ensino Fundamental e Médio de um Contexto de Vulnerabilidade Social. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 33. , 2025, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 13-23.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2025.6772.
