INTERFACES ENTRE HUMANIDADES DIGITAIS E INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO

UMA REVISÃO DE ESCOPO

Autores

Palavras-chave:

Humanidades Digitais, Inteligência Artificial, Educação, Ética e Tecnologia., Inclusão.

Resumo

Esta revisão identificou uma escassez de estudos brasileiros sobre Humanidades Digitais (HDs) e Inteligência Artificial (IA) em publicações de alto impacto internacional. Em contrapartida, observa-se uma produção expressiva no Brasil e na América Latina, embora concentrada em periódicos de menor visibilidade. Trata-se de um campo em consolidação, caracterizado por abordagens fragmentadas e desafios quanto à integração crítica entre dimensões humanísticas e tecnológicas. O objetivo deste estudo foi mapear e analisar as interfaces entre HDs e IA na educação, por meio de uma revisão de escopo, identificando como essas tecnologias vêm sendo integradas, quais desafios emergem e de que modo podem favorecer transformações pedagógicas mais humanizadas. A revisão foi realizada nas bases Web of Science e SciELO Citation Index, com base nas diretrizes do Joanna Briggs Institute e no protocolo PRISMA-ScR. Após triagem com o software Rayyan, foram selecionados 29 artigos, entre 1.546 identificados. A análise dos metadados foi conduzida no software VOSviewer, permitindo a visualização de redes de coocorrência de palavras-chave, cocitação de autores e coautoria entre países. Os resultados indicam um enfraquecimento das pesquisas brasileiras em periódicos de alto impacto e apontam para a necessidade de ampliar a visibilidade e a internacionalização da produção nacional. Conclui-se que as interfaces entre HDs e IA oferecem oportunidades significativas para o desenvolvimento de propostas formativas mais críticas, inclusivas e socialmente comprometidas no campo educacional.

Biografia do Autor

Márcio da Silva Finamor, UNIGRANRIO

Doutorando em Administração e Mestre em Ciência da Informação pelo IBICT/UFRJ. Atualmente, atua como gestor da informação no Exército Brasileiro. Possui experiência nas áreas de Gestão da Informação, Gestão do Conhecimento e Gestão em Unidades de Informação. Seus interesses de pesquisa incluem Ciência da Informação e Administração, com ênfase em Gestão da Informação e do Conhecimento, Gestão Estratégica da Informação, Gestão da Inovação, Estudos Humanísticos da Informação, Humanização nas Organizações, Teoria Crítica nas Organizações, Silenciamento Organizacional, Liderança e Cultura Informacional. 

Davi José de Souza da Silva, UNIGRANRIO

Professor do quadro permanente do Programa de Pós-Graduação em Administração da Universidade do Grande Rio, UNIGRANRIO | Afya, onde desenvolve o projeto de pesquisa "Crítica da Transformação Digital", lecionando as disciplinas de Filosofia e Epistemologia em Administração, Análise Crítica das Organizações, Tópicos Especiais em Organizações e Tópicos Especiais em Estratégia. Atua como Pró-reitor de pós-graduação e pesquisa na Universidade do Grande Rio - UNIGRANRIO (2021-atual). Foi Head (Líder nacional) da área das Ciências Jurídicas da YDUQS (2020-2021); Coordenador do Curso de Direito da Faculdade FACI | Wyden (2016-2020); Coordenador de Pós-Graduação da Faculdade de Castanhal (2016-2016). É Doutor em Filosofia pela Universidade Federal de Santa Catarina - UFSC (2012-2017) com Estágio de Pesquisa no Justitia Amplificata - Advanced Centre, na Goethe Universität, Frankfurt am Main, Alemanha (2014); Mestre em Direito com ênfase em Direitos Humanos pela Universidade Federal do Pará - UFPA (2006-2008); Bacharel em Direito pela Universidade da Amazônia - UNAMA, com habilitação em Direito das Organizações Internacionais e Direito Internacional Privado (2001-2005). Também tem formação na área da gestão: MBA em Gestão Educacional pelo IBMEC - SP; Especialista pela PUC-PR: Saúde 4.0 - Gestão, Tecnologia e Inovação; e Master (Especialização) em Gestão Estratégica de Negócios pela Conquer Busines School.

Nathalia Christine Santos Corrêa da Silva, UNIRIO

Doutoranda em Educação pela Universidade Federal do Estado do Rio de Janeiro (UNIRIO), na linha de pesquisa Políticas e Práticas em Educação, com previsão de conclusão em 2025. Mestre em Educação pela mesma Universidade (2017). Integrante do Grupo de Estudos e Pesquisas em Avaliação e Currículo (GEPAC/UNIRIO) e do Gabinete de Pesquisa em Desenvolvimento Curricular (FAPERJ). É especialista em Gestão dos Processos Educativos na Escola (UERJ, 2014), Docência do Ensino Superior (UCAM, 2011) e Desafios do Trabalho Cotidiano na Educação (UFRRJ, 2009). Graduou-se em Pedagogia pela Universidade do Estado do Rio de Janeiro (UERJ) em 2007. Atua há quinze anos em funções ligadas à formação e gestão educacional dos profissionais de Segurança Pública. Na Polícia Militar do Estado do Rio de Janeiro (PMERJ), exerceu a coordenação da Divisão de Ensino do Centro de Formação e Aperfeiçoamento de Praças (CFAP), um dos maiores centros de formação policial da América Latina; realizou a gestão pedagógica dos Cursos de Formação de Oficiais por dez anos; e, atualmente, lidera a Seção Técnico-Pedagógica da Diretoria-Geral de Ensino e Instrução. Além dessa atuação, desenvolve atividades de assessoria voltadas à educação básica na Secretaria Municipal de Educação de Nova Iguaçu (RJ). No ensino superior, é docente da Graduação em Ciências Policiais da Academia de Polícia Militar D. João VI, onde ministra disciplinas como Didática, Avaliação Educacional, Oratória e Metodologia. Possui experiência nas áreas de Currículo, Avaliação da Aprendizagem, Organização Escolar em Ciclos, Didática e Ensino Militar, com ênfase em Avaliação de Sistemas, Instituições, Planos e Programas Educacionais.

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2025-09-15

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Finamor, M. da S., Silva, D. J. de S. da, & Silva, N. C. S. C. da. (2025). INTERFACES ENTRE HUMANIDADES DIGITAIS E INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO: UMA REVISÃO DE ESCOPO . Convergências: Estudos Em Humanidades Digitais, 1(8), 251–291. Recuperado de https://periodicos.ifg.edu.br/cehd/article/view/2273

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v. 1 n. 8 (2025): DOSSIÊ - HUMANIDADES DIGITAIS E INTELIGÊNCIA ARTIFICIAL

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