BETWEEN RESEARCHERS AND THE MACHINE: NEW FRONTIERS OF QUALITATIVE ANALYSIS IN EDUCATION
DOI:
https://doi.org/10.56238/levv17n57-041Keywords:
Artificial Intelligence, ChatGPT, Qualitative Research, Educational Public PoliciesAbstract
This article examines the use of generative artificial intelligence (AI) tools, especially ChatGPT, as a methodological resource in qualitative research in the field of Education, taking as its object of study the analysis of documents on public education policies. The methodology combined content analysis techniques with the iterative use of AI, through refinement of prompts and text segmentation, exploring versions 4.1 and 4.5 of the model. The results showed that, although AI offers agility in data synthesis and categorization, its performance still requires constant human supervision and should be used as a complementary tool, without replacing the researcher's critical analysis. Finally, practical and ethical recommendations are presented for the responsible use of AI in qualitative research in Education, reconciling technological innovation with scientific rigor.
Downloads
References
ADAMS, D.; MCLAREN, B. M.; RITTLE-JOHNSON, B.; KOEDINGER, K. R.; YACEF, K.; MOSTOW, J.; PAVLIK, P. Erroneous examples as desirable difficulty. In: YACEF, S.; MOSTOW, J.; KOEDINGER, K.; PAVLIK, P. (Eds.). Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED). Berlin: Springer, 2013. p. 803–806. Disponível em: https://link.springer.com/chapter/10.1007/978-3-642-39112-5_91. Acesso em: 10 set. 2025.
ANJOS, Juliana R. dos et al. An analysis of the generative AI use as analyst in qualitative research in Science Education. Revista Pesquisa Qualitativa, v. 12, n. 30, p. 1–29, 2024. DOI: https://doi.org/10.24421/rpq.v12i30.9445922. Acesso em: 10 set. 2025.
BAKER, Ryan S. J. d. Learning analytics and educational data mining: towards communication and collaboration. In: Proceedings of the 2nd International Conference on Learning Analytics and Knowledge. New York: ACM, 2019.
BARDIN, Laurence. Análise de conteúdo. São Paulo: Edições 70, 2011.
BAUER, Martin W.; GASKELL, George. Pesquisa qualitativa com texto, imagem e som: um manual prático. Petrópolis: Vozes, 2017. ISBN: 978-8532656193.
BATES, Tony. Artificial intelligence in teaching and learning. International Journal of Educational Technology in Higher Education, v. 17, n. 1, 2020. DOI: https://doi.org/10.1186/s41239-020-00201-6. Acesso em: 10 set. 2025.
BUCKINGHAM SHUM, Simon; FERGUSON, Rebecca. Social learning analytics. Educational Technology & Society, v. 15, n. 3, p. 3–26, 2020. Disponível em: https://www.jstor.org/stable/jeductechsoci.15.3.3. Acesso em: 05 nov. 2025.
CALVO, Rafael A.; PETERS, Dorian. Positive computing: technology for wellbeing and human potential. Cambridge, MA: MIT Press, 2014.
CELLARD, J. Pesquisas documentais e análise de documentos em contexto educativo. Cadernos de Pesquisa, 2008. Disponível em: https://www.revistas.fucamp.edu.br/index.php/cadernos/article/view/2335. Acesso em: 10 set. 2025.
COSTA, A. P.; AMADO, J. Análise de conteúdo suportada por computador: contributos para a investigação qualitativa. In: AMADO, J. (org.). Manual de investigação qualitativa em educação. Coimbra: Imprensa da Universidade de Coimbra, 2018. p. 649–678. DOI: https://doi.org/10.14195/978-989-26-1630-4_30. Acesso em: 10 set. 2025.
CRAWFORD, Kate. Atlas of AI: power, politics, and the planetary costs of artificial intelligence. New Haven: Yale University Press, 2021.
CUKUROVA, Mutlu; BENNETT, John; LUCKIN, Rosemary. Artificial intelligence and the human: designing meaningful human–AI interaction in learning. British Journal of Educational Technology, v. 51, n. 4, p. 1162–1176, 2020. DOI: https://doi.org/10.1111/bjet.12809. Acesso em: 13 set. 2025.
GRAESSER, A. C.; WIEMER-HASTINGS, P.; WIEMER-HASTINGS, K.; KREUZ, R. AutoTutor: an intelligent tutoring system with natural language dialogue. Journal of Cognitive Systems Research, v. 1, p. 35–51, 1999. DOI: https://doi.org/10.1016/S1389-0417(99)00004-2. Acesso em: 10 set. 2025.
LONG, Y.; AMAN, Z.; ALEVEN, V. Motivational design in an intelligent tutoring system that helps students make good task selection decisions. In: Artificial Intelligence in Education. Cham: Springer, 2015. p. 226–236. DOI: https://doi.org/10.1007/978-3-319-19773-9_21. Acesso em: 10 set. 2025.
LUCKIN, Rosemary. Machine learning and human intelligence: the future of education for the 21st century. Londres: UCL Institute of Education Press, 2018.
MAINARDES, Jefferson. A abordagem do ciclo de políticas e suas contribuições para a análise da trajetória de políticas educacionais. Atos de Pesquisa em Educação, v. 1, n. 2, p. 94–105, 2006. DOI: 10.7867/1809-0354.2006v1n2p94-105. Disponível em: https://ojsrevista.furb.br/ojs/index.php/atosdepesquisa/article/view/34. Acesso em: 10 set. 2025.
MINAYO, Maria Cecília de Souza. O desafio do conhecimento: pesquisa qualitativa em saúde. 14. ed. São Paulo: Hucitec, 2014.
MINAYO, Maria Cecília de Souza; COSTA, Ana Paula. Técnicas que fazem uso da palavra, do olhar e da empatia: pesquisa qualitativa em ação. Aveiro: Ludomedia, 2019.
MISHRA, Punya. AI and the future of teaching and learning. Educational Technology, v. 63, n. 1, p. 5–12, 2023.
MOLLICK, Ethan; MOLLICK, Lilach. Assigning AI: seven approaches for students, with prompts. arXiv, 2023. Disponível em: https://arxiv.org/abs/2306.10052. Acesso em: 10 set. 2025.
SELWYN, Neil. Should robots replace teachers? AI and the future of education. Cambridge: Polity Press, 2019.
SHARPLES, Mike. Automated essay grading and feedback systems: where are we and where are we going? International Journal of Artificial Intelligence in Education, v. 32, n. 1, p. 1–12, 2022. DOI: https://doi.org/10.1007/s40593-021-00246-3. Acesso em: 10 set. 2025.
SIEMENS, George. Learning analytics: the emergence of a discipline. American Behavioral Scientist, v. 57, n. 10, p. 1380–1400, 2013. DOI: https://doi.org/10.1177/0002764213479360. Acesso em: 10 set. 2025.
UNESCO. Guia para a IA generativa na educação e na pesquisa. Paris: UNESCO, 2023. Disponível em: https://www.unesco.org/pt/articles/guia-para-ia-generativa-na-educacao-e-na-pesquisa. Acesso em: 06 nov. 2025.
UNESCO. Recomendação sobre a Ética da Inteligência Artificial. Paris: UNESCO, 2021. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000381137_por. Acesso em: 10 set. 2025.
WARSCHAUER, Mark. Artificial intelligence and education: promise and implications for teaching and learning. Educational Researcher, v. 52, n. 1, p. 1–7, 2023. DOI: https://doi.org/10.3102/0013189X231152005. Acesso em: 10 set. 2025.
WILLIAMSON, Ben. Big data in education: the digital future of learning, policy and practice. Londres: SAGE Publications, 2017.
WILLIAMSON, Ben. Education, technology and the new data science. Learning, Media and Technology, v. 47, n. 2, p. 131–146, 2022. DOI: https://doi.org/10.1080/17439884.2022.2053207. Acesso em: 10 set. 2025.
ZHAO, Yong. Learners without borders: reimagining education for a global age. Thousand Oaks: SAGE, 2022.
