O Uso Ético e Pedagógico do ChatGPT na Docência Universitária:

Uma revisão bibliográfica sobre práticas docentes, desafios éticos e implicações no ensino superior

Authors

  • Mário de Jesus Cunha Universidade do Estado do Pará - UEPA
  • Girelio da Cunha Rodrigues Faculdade Católica Paulista
  • Larissa Iris Maria Silva UNINTER
  • Larissa Aparecida de Souza Santana Universidade do Estado do Pará - UEPA
  • Leandro Oliveira Miranda Universidade do Estado do Pará - UEPA
  • Ravena Camilly da Silva Oliveira Universidade do Estado do Pará - Uepa
  • Walnélia Benigno Magalhães Carrijo Universidade do Estado do Pará - UEPA

DOI:

https://doi.org/10.36557/2009-3578.2026v12n1p440-453

Keywords:

ChatGPT, Inteligência Artificial, Docência, Ensino

Abstract

The advancement of digital technologies, particularly Artificial Intelligence, has led to significant transformations in higher education, with tools such as ChatGPT standing out in the context of university teaching. In this scenario, not only new pedagogical possibilities emerge, but also ethical challenges that require reflection and critical analysis by educators and educational institutions. In this context, the present study aims to analyze the ethical and pedagogical use of ChatGPT in university teaching, seeking to understand its main contributions, limitations, and implications in the teaching-learning process. Specifically, it seeks to identify the potential of this tool in supporting teaching practices, discuss the ethical challenges involved in its use, and reflect on strategies that promote its responsible application in higher education. This research is characterized as a qualitative bibliographic review, based on the analysis of studies published between 2020 and 2026. The selection of works was carried out using the Google Scholar, Scopus, and Web of Science databases, employing descriptors related to Artificial Intelligence, ChatGPT, and higher education. After applying inclusion and exclusion criteria, ten studies were selected and analyzed through a descriptive and interpretative approach, allowing the identification of trends, convergences, and gaps in the literature. The results indicate that ChatGPT can significantly contribute to teaching practice, especially in the development of more dynamic teaching strategies, the production of educational materials, and the design of assessments. However, ethical concerns also stand out, such as the risk of plagiarism, superficiality of responses, and students’ technological dependence. It is concluded that the use of this tool should be guided by ethical principles, continuous teacher training, and clear institutional guidelines, ensuring its critical, responsible, and context-appropriate use in higher education.

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Author Biographies

Girelio da Cunha Rodrigues, Faculdade Católica Paulista

I am an engineer with a multidisciplinary background, working in the fields of Agronomic Engineering, Civil Engineering, and Electrical Engineering. I have an academic background from institutions such as UNOPAR Faculty, Catholic Paulista Faculty, and FAEF Faculty, which reflects a trajectory marked by a continuous pursuit of qualification and the expansion of technical knowledge. My professional profile demonstrates versatility and the ability to work across different sectors of engineering.

Larissa Iris Maria Silva, UNINTER

Iris Maria Silva is a municipal public servant in Conceição do Araguaia, Pará, with a strong background in education. She holds a degree from the Centro Universitário Internacional UNINTER and has three teaching degrees: Portuguese Language and Literature, Pedagogy, and History. Her academic trajectory demonstrates solid preparation for educational practice, highlighting her versatility and commitment to teaching and civic formation.

Larissa Aparecida de Souza Santana, Universidade do Estado do Pará - UEPA

Larissa is a Basic Education teacher, holding a degree in Mathematics from the Universidade do Estado do Pará and a postgraduate qualification in Mathematics and its Technologies from the Universidade Federal do Piauí. Her academic background reflects a strong foundation and a clear commitment to Mathematics education, contributing to effective teaching practices in basic education.

Leandro Oliveira Miranda, Universidade do Estado do Pará - UEPA

Leandro holds a degree in Mathematics from the Universidade do Estado do Pará and a second full teaching degree in Pedagogy from the Centro Universitário Cidade Verde. His academic background demonstrates a strong foundation in the exact sciences combined with pedagogical knowledge, supporting qualified performance in the educational field.

Ravena Camilly da Silva Oliveira, Universidade do Estado do Pará - Uepa

Pedagoga (Universidade do Estado do Pará - Uepa)
Mestranda em Serviço Social (Universidade Federal do Tocantins - UFT)

Walnélia Benigno Magalhães Carrijo, Universidade do Estado do Pará - UEPA

Holds a Master’s degree in Education from the Graduate Program in Education at the Universidade Federal do Tocantins, with a research focus on State, Society, and Educational Practices. She is a specialist in Public Health from the Universidade do Estado do Pará and in School Pedagogy from the Faculdade Internacional de Curitiba. She earned her degree in Pedagogy from the Universidade do Estado do Pará. Currently, she works as an Education Technician/Pedagogue at UEPA – Campus VII in Conceição do Araguaia and as a permanent teacher in the Municipal Department of Education of Conceição do Araguaia/PA, serving in a technical advisory role. She has worked as a lecturer in the National Program for Teacher Training (PARFOR) in Pedagogy and Computer Science degree programs at the Instituto Federal do Pará, teaching subjects such as supervised internship, educational practice, educational policies, didactics, and educational technologies. She has also taught in the Chemistry degree program (PARFOR/UEPA) and served as an on-site tutor in the Health Management undergraduate program at the Open University of Brazil (UAB) center in Conceição do Araguaia. She participates in research groups focused on Educational Policies and Teaching Work, Languages, Cultures, Technologies and Inclusion (LICTI), and the Social Studies and Research Group (GEPES). She currently serves as a full member of the Municipal Council of Education (CME).

References

CASTOR, Emiliano Carlos Serpa; RANGEL, Raphaela Pereira; MOTTA, Danielle Lisboa da. Expectativas docentes do ensino superior acerca do impacto do ChatGPT na atividade docente. Revista Carioca de Ciência, Tecnologia e Educação, 2024.

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OLIVEIRA, Aline Claro de; SANTOS, Edson Geraldo. Quando a tecnologia entra em sala de aula: ética e inteligência artificial no ensino superior. Cadernos da Fucamp, 2025.

COSTA, Danilo da; CASTRO, Gustavo Javier; ASSUNÇÃO, Maria Aparecida de. Desafios e perspectivas para a integração do ChatGPT no ensino superior. Revista JRG de Estudos Acadêmicos, 2025.

COSTA, Marcelle Feitoza Bassi et al. Desafios e oportunidades da inteligência artificial no ensino superior. Avaliação, 2025.

LOPES JÚNIOR, José Evaldo Gonçalves et al. Inteligência artificial no ensino superior: avanços, desafios éticos e contribuições para a excelência acadêmica. Revista Caderno Pedagógico, 2025.

GOULART, Jonas de Medeiros; COLOMBO, José Eduardo Moreira; NASPOLINI, Thiago. Da utopia tecnológica ao ChatGPT em sala de aula. Lumen et Virtus, 2025.

MIRANDA, Gina Magali Horvath; ROSINI, Alessandro Marco; MACEDO, Elida Pereira. Potencializando a aprendizagem com IA: ChatGPT como suporte ao professor universitário. REPAE, 2025.

RODRIGUES, Olira Saraiva; RODRIGUES, Karoline Santos. A inteligência artificial na educação: os desafios do ChatGPT. Linguagem e Tecnologia, 2023.

RECCHIA, Rodrigo Minutti; MUSSIO, Simone Cristina. Uso ético da inteligência artificial generativa no ensino superior: fundamentos teóricos, implicações pedagógicas e diretrizes para uma adoção responsável. 2026.

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Published

2026-04-14

How to Cite

de Jesus Cunha, M., da Cunha Rodrigues, G., Iris Maria Silva, L., Aparecida de Souza Santana, L., Oliveira Miranda, L., Oliveira, R. C. da S., & Benigno Magalhães Carrijo, W. (2026). O Uso Ético e Pedagógico do ChatGPT na Docência Universitária:: Uma revisão bibliográfica sobre práticas docentes, desafios éticos e implicações no ensino superior . INTERFERENCE: A JOURNAL OF AUDIO CULTURE, 12(1), 440–453. https://doi.org/10.36557/2009-3578.2026v12n1p440-453

Issue

Vol. 12 No. 1 (2026): Interference (ISSN 2009-3578)

Section

Literature Review

License

Copyright (c) 2026 Mário de Jesus Cunha, Girelio da Cunha Rodrigues, Larissa Iris Maria Silva, Larissa Aparecida de Souza Santana, Leandro Oliveira Miranda, Ravena Camilly da Silva Oliveira, Walnélia Benigno Magalhães Carrijo

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