Entre apoio e dependência: Tensões no uso do ChatGPT por estudantes do ensino superior

Abstract

This study aims to analyze how the use of ChatGPT by higher education students reveals tensions between support for learning and risks of dependency and cognitive superficiality, seeking to understand how this technology manifests itself in academic activities. Specifically, the study intends to identify usage patterns of the tool, analyze the perceived benefits in supporting academic tasks, examine the risks associated with its use, and discuss the ethical and educational implications of Artificial Intelligence in the academic context. The methodology is characterized as a qualitative-quantitative approach of an exploratory nature. Data collection was carried out through a structured questionnaire containing 24 questions (open- and closedended), applied to 73 students from the Administration course at the Federal University of Paraíba. Quantitative data were analyzed using descriptive statistics, based on frequencies and percentages, while qualitative data were examined through content analysis techniques. The results indicate that ChatGPT is widely present in students’ daily routines, being mainly used for clarifying doubts, understanding complex content, and supporting the development of academic activities. The findings show that the tool significantly contributes to time optimization, increased productivity, and personalized learning. However, limitations were also identified, such as the need to verify information, the occurrence of inaccurate responses, and a tendency toward dependency. Cognitive tensions are also evident, including reduced intellectual effort, superficial knowledge construction, and potential negative impacts on the development of critical thinking. From an ethical perspective, concerns related to plagiarism, non-disclosure of tool usage, and the absence of clear guidelines for its use in academic environments were highlighted. As a contribution, the study demonstrates that the use of ChatGPT in higher education occurs in an ambivalent manner, simultaneously acting as a facilitator of learning and as a potential risk factor to students’ cognitive development. Therefore, it reinforces the need for a critical and guided integration of this technology into the educational context, as well as the development of institutional guidelines that promote its ethical, conscious, and pedagogically appropriate use.