Vigiar para motivar? computação afetiva, motivação acadêmica e inteligência artificial emocional no ensino secundário
DOI:
https://doi.org/10.51247/pdlc.v7i4.1031Palavras-chave:
computação afetiva, inteligência artificial, motivação, ensino secundário, ética, emoções, governançaResumo
A incorporação da inteligência artificial no ensino secundário ampliou o debate educacional para a dimensão afetiva da aprendizagem, situando a computação afetiva diante da possibilidade de interpretar sinais associados às emoções dos estudantes e responder pedagogicamente a elas. Perante essa promessa, o ensaio desenvolve uma reflexão crítica que examina até que ponto essa tecnologia pode favorecer a motivação sem ignorar os limites decorrentes de sua aplicação. Essa questão é abordada por meio da teoria das emoções de realização e da teoria da autodeterminação, a fim de compreender como o tédio, a confusão ou o estado de fluxo influenciam o interesse e a autoeficácia. Essa relação conduz ao exame das evidências científicas, cuja insuficiência questiona a inferência de estados internos com base em dados biométricos. O problema adquire relevância ética diante da vigilância de menores e resulta em uma resposta regulatória expressa pela proibição europeia vigente desde fevereiro de 2025. Diante dessas tensões, propõe-se orientar a IA para o desenvolvimento da agência emocional e da autorregulação sob decisão humana, perspectiva que amplia a discussão sobre as condições de governança necessárias na Colômbia e na América Latina para evitar que sua incorporação intensifique as desigualdades educacionais
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Direitos de Autor (c) 2026 Tomas Miguel Fuentes-Suarez, Luis Fernando Cardona-Palacio
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
