CHARGES GERADAS POR IA COMO RECURSO PROBLEMATIZADOR SOBRE O USO DA IA NO ENSINO SUPERIOR: PROPOSTA DE UMA SEQUÊNCIA DIDÁTICA

Abstract

The expansion of the use of Generative Artificial Intelligence (GAI) in higher education has amplified ethical and pedagogical concerns related to academic integrity, information quality, and the development of critical skills. Given the lack of structured instruments to promote the responsible use of these technologies, this study aimed to develop a didactic sequence for higher education students, using cartoons produced by GAI as a problem-solving resource. The research adopted the assumptions of Design-Based Research (DBR), limiting itself to the problem exploration and solution design phases, based on a literature review on challenges and students' perceptions regarding the use of GAI in the educational context. The didactic sequence was organized into five lessons and structured in stages that include problematization, exploration, demonstration, application, and integration of knowledge, following the propositions of Méheut and Psillos (2004). A technical and ethical protocol was also developed to guide the generation of the cartoons, focusing on the creation of playful material that stimulates critical reflection. As a result, a structured pedagogical tool was obtained that addresses issues such as plagiarism, algorithmic biases, and the fundamentals of literacy in algorithmic language. It is concluded that the proposal has the potential to foster the development of critical literacy in algorithmic language, and its application and empirical validation in future studies are recommended.