Ensinar e Aprender na Era da Inteligência Artificial Generativa: Perspetivas Críticas no Ensino Superior

This book critically analyzes the integration of Generative Artificial Intelligence in higher education, considering it a pedagogical, epistemological, and ethical issue, not merely a technological one. The work problematizes technodeterministic discourses and instrumental approaches, proposing an informed and situated reading of AI as a socio-technical phenomenon that intervenes in central practices of academic life, such as writing, assessment, knowledge production, and pedagogical mediation. Throughout the chapters, contributions from critical pedagogy, learning theories, and international ethical frameworks are mobilized, articulating scientific evidence, conceptual reflection, and proposals for analyzing teaching practice. The book is aimed at higher education teachers and is designed for autonomous learning, promoting the development of critical literacy in Artificial Intelligence, reflection on academic integrity, and the construction of conscious and responsible pedagogical positions regarding the use of generative AI in higher education contexts.