Agentes inteligentes no ensino de programação: uma revisão sistemática da literatura

Beatriz Borges de Oliveira; Rogério Alves dos Santos Antoniassi; Alex Fernando de Araujo

doi:10.47236/2594-7036.2026.v10.2114

Autores

Beatriz Borges de Oliveira Instituto Federal de Educação Ciência e Tecnologia do Mato Grosso do Sul https://orcid.org/0009-0008-6824-8383
Rogério Alves dos Santos Antoniassi Instituto Federal de Educação Ciência e Tecnologia do Mato Grosso do Sul https://orcid.org/0009-0004-5242-3678
Alex Fernando de Araujo Instituto Federal de Educação Ciência e Tecnologia do Mato Grosso do Sul https://orcid.org/0000-0003-1464-3229

DOI:

https://doi.org/10.47236/2594-7036.2026.v10.2114

Palavras-chave:

Agentes inteligentes, Aprendizagem de programação, Inteligência artificial, Revisão sistemática, Tecnologias Educacionais

Resumo

O ensino de programação, especialmente em disciplinas introdutórias, tem sido historicamente associado a elevadas taxas de evasão e dificuldades de aprendizagem, decorrentes da alta carga cognitiva e da limitação de suporte individualizado. Nesse contexto, o uso de agentes inteligentes tem sido proposto como estratégia para apoiar o processo de aprendizagem. Este estudo tem como objetivo analisar o uso desses agentes no ensino de programação no período de 2020 a 2025. A metodologia consistiu em uma revisão sistemática da literatura, conduzida nas bases ACM Digital Library, IEEE Xplore, Scopus e Web of Science, resultando em 573 registros iniciais. Após a remoção de duplicatas e aplicação dos critérios de elegibilidade, 81 estudos compuseram o corpus final. Os resultados evidenciam uma transição de sistemas tutores baseados em regras para agentes fundamentados em modelos de linguagem de grande escala, acompanhada pela ampliação de suas funções pedagógicas, com destaque para a geração de dicas, explicação de erros e suporte adaptativo. Observam-se ganhos em desempenho e engajamento dos estudantes, embora persistam limitações relacionadas à dependência excessiva e à confiabilidade das respostas geradas. Conclui-se que o uso de agentes inteligentes não se restringe a um avanço tecnológico, mas implica uma reconfiguração das práticas pedagógicas, marcada pela tensão entre a assistência automatizada e o desenvolvimento da autonomia discente.

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Biografia do Autor

Beatriz Borges de Oliveira, Instituto Federal de Educação Ciência e Tecnologia do Mato Grosso do Sul

Graduanda em Engenharia de Computação pelo Campus Três Lagoas do Instituto Federal de Mato Grosso do Sul. Três Lagoas, Mato Grosso do Sul, Brasil. Endereço eletrônico: beatriz.oliveira5@estudante.ifms.edu.br. Orcid: https://orcid.org/0009-0008-6824-8383. Currículo Lattes: http://lattes.cnpq.br/8083451321671636.

Rogério Alves dos Santos Antoniassi, Instituto Federal de Educação Ciência e Tecnologia do Mato Grosso do Sul

Mestre em Ciência da Computação pela Universidade Federal de Mato Grosso do Sul. Professor da área de Ciência da Computação do Ensino Básico, Técnico e Tecnológico do Campus Três Lagoas do Instituto Federal de Mato Grosso do Sul. Três Lagoas, Mato Grosso do Sul, Brasil. Endereço eletrônico: rogerio.antoniassi@ifms.edu.br. Orcid: https://orcid.org/0009-0004-5242-3678. Currículo Lattes: http://lattes.cnpq.br/9378799635475932.

Alex Fernando de Araujo, Instituto Federal de Educação Ciência e Tecnologia do Mato Grosso do Sul

Mestre em Ciência da Computação pela Universidade Estadual Paulista “Júlio, de Mesquita Filho”. Professor da área de Ciência da Computação do Ensino Básico, Técnico e Tecnológico do Campus Três Lagoas do Instituto Federal de Mato Grosso do Sul. Três Lagoas, Mato Grosso do Sul, Brasil. Endereço eletrônico: alex.araujo@ifms.edu.br. Orcid: https://orcid.org/0000-0003-1464-3229. Currículo Lattes: http://lattes.cnpq.br/1438908573766889.

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