Inteligência Artificial e Psicologia Cognitiva: contribuições no desenvolvimento de tecnologias educacionais adaptativas na educação básica

Isac Neto da Silva; Júlio Cesar de Souza

doi:10.47236/2594-7036.2025.v9.1781

Authors

Isac Neto da Silva Federal Institute of Amazonas https://orcid.org/0000-0002-1054-2431
Júlio Cesar de Souza Institute of Minas Gerais https://orcid.org/0000-0002-9033-640X

DOI:

https://doi.org/10.47236/2594-7036.2025.v9.1781

Keywords:

Artificial Intelligence, Basic education, Cognitive Psychology

Abstract

This study analyzes the interfaces between Artificial Intelligence (AI) and Cognitive Psychology in the development of adaptive educational technologies aimed at basic education. The investigation is characterized as a qualitative bibliographic review, based on a systematic search conducted in databases such as SciELO, Capes Journals, and institutional repositories, covering studies produced over the last twenty years. A total of 42 works were examined, of which 60 % address learning personalization processes, 25 % discuss pedagogical mediation supported by AI, and 15 % explore ethical aspects related to data use and algorithmic decision-making. The results show that AI, when grounded in principles of Cognitive Psychology — such as attention, memory, information processing, and cognitive load — enhances the development of adaptive environments capable of identifying difficulties in real time, adjusting individual learning pathways, and strengthening the role of teachers. On the other hand, concerns emerge regarding datafication, privacy, and equity, indicating the need for public policies, regulation, and critical teacher training. It is concluded that the articulation between AI and Cognitive Psychology offers promising pathways for innovation and inclusion in basic education, provided it is implemented in a critical, contextualized, and humanizing manner.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Isac Neto da Silva, Federal Institute of Amazonas

Master's degree in Emerging Technologies in Education from Must University. Professor at the Federal Institute of Amazonas. Manaus, Amazonas, Brazil. Email address: isac.neto@ifam.edu.br. Orcid: https://orcid.org/0000-0002-1054-2431. Lattes Curriculum: http://lattes.cnpq.br/ 09005376523826.

Júlio Cesar de Souza, Institute of Minas Gerais

PhD in Education from the Federal University of Espírito Santo. Educator at the Federal Institute of Minas Gerais. Ipatinga, Minas Gerais, Brazil. Email address: julio.souza@ifmg.edu.br. Orcid: https://orcid.org/0000-0002-9033-640X. Lattes Curriculum: http://lattes.cnpq.br/2719747197826338.

References

ANDERSON, John R. Cognitive Psychology and Its Implications. 8. ed. New York: Worth Publishers, 2015.

AUSUBEL, David Paul. Aquisição e retenção de conhecimentos: uma perspectiva cognitiva. Lisboa: Plátano, 2003.

BRUNER, Jerome S. A cultura da educação. Porto Alegre: Artmed, 1996.

BRUSILOVSKY, Peter; PEYLO, Christoph. Adaptive and intelligent web-based educational systems. International Journal of Artificial Intelligence in Education, v. 13, p. 159-172, 2003. Disponível em: https://www.researchgate.net/publication/220040392. DOI: https://doi.org/10.3233/IRG-2003-13(2-4)02

CARVALHO JÚNIOR, Ciro Ferreira de. Chatbot: uma visão geral sobre aplicações inteligentes. Revista Sítio Novo, Palmas, v. 2, n. 1, p. 37-48, 2018. DOI: https://doi.org/10.47236/2594-7036.2018.v2.i2.68-84p

COLLINS, Allan; HALVERSON, Richard. Rethinking education in the age of technology: the digital revolution and schooling in America. New York: Teachers College Press, 2009.

COTTA, Henrique P.; NASCIMENTO, Luana M.; PEREIRA, Diego A. Inteligência Artificial na educação básica: avanços e desafios para a personalização do ensino. Revista Brasileira de Educação e Tecnologia, São Paulo, v. 17, n. 1, p. 45-60, 2024.

DIGNUM, Virginia. Responsible Artificial Intelligence: how to develop and use AI in a responsible way. Cham: Springer, 2022. DOI: https://doi.org/10.1007/978-3-031-08215-3_9

DUVAL, Erik. Attention metadata: collection and management. Educational Technology & Society, v. 14, n. 3, p. 15-27, 2011. Disponível em: https://www.jstor.org/stable/jeductechsoci.14.3.15. DOI: https://doi.org/10.1002/inst.201215114

FLORIDI, Luciano; CHIRIATTI, Massimo. GPT-3: its nature, scope, limits, and consequences. Minds and Machines, v. 30, p. 681-694, 2020. DOI: https://doi.org/10.1007/s11023-020-09548-1

GOODFELLOW, Ian; BENGIO, Yoshua; COURVILLE, Aaron. Deep learning. Cambridge: MIT Press, 2016.

GUIMARÃES, Nilton Alves. Inteligência Artificial: uma abordagem de aprendizado de máquina. São Paulo: Novatec, 2018.

HOLMES, Wayne; BIALIK, Maya; FADEL, Charles. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign, 2019.

LECUN, Yann; BENGIO, Yoshua; HINTON, Geoffrey. Deep learning. Nature, v. 521, p. 436-444, 2015. Disponível em: https://www.nature.com/articles/nature14539. Acesso em: 3 maio 2025. DOI: https://doi.org/10.1038/nature14539

LUCKIN, Rose; HOLMES, Wayne; GRIFFITHS, Mark; FORCIER, Laurie B. Intelligence unleashed: an argument for AI in education. Londres: Pearson Education, 2016.

MAYER, Richard E. Multimedia learning. 3. ed. Cambridge: Cambridge University Press, 2020.

MITCHELL, Tom M. Machine learning. New York: McGraw-Hill, 1997.

MOSCIARO, Henrique dos Santos; KANASHIRO, Daniela Sayuri Kawamoto. Problematizações das soluções de Inteligência Artificial Generativa relacionadas aos profissionais da educação. Revista Sítio Novo, Palmas, v. 9, p. e1637, 2025. DOI: 10.47236/2594-7036.2025.v9.1637. Disponível em: https://sitionovo.ifto.edu.br/index.php/sitionovo/article/view/1637. DOI: https://doi.org/10.47236/2594-7036.2025.v9.1637

NEISSER, Ulric. Cognitive psychology. New York: Appleton-Century-Crofts, 1967.

NKAMBOU, Roger; MIZOGUCHI, Riichirio; BOURDEAU, Jacqueline (ed.). Advances in intelligent tutoring systems. Berlin: Springer, 2010. DOI: https://doi.org/10.1007/978-3-642-14363-2

OECD – ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Artificial Intelligence and the future of skills. Paris: OECD, 2022. Disponível em: https://www.oecd.org/content/dam/oecd/en/about/projects/edu/artificial-intelligence-and-the-future-of-skills/artificial-intelligence-future-of-skills-brochure.pdf. Acesso em: 17 set. 2025.

OUYANG, Long et al. Training language models to follow instructions with human feedback. Ithaca: Cornell University, 2022. DOI: 10.48550/arXiv.2203.02155. Disponível em: https://arxiv.org/abs/2203.02155.

DA PAIXÃO, Sergio Vale; SANTIAGO, João Lucas. As novas tecnologias de informação e comunicação no ensino fundamental I: problematizações acerca da formação de professores. Revista Sítio Novo, Palmas, v. 5, n. 1, p. 210–226, 2020. DOI: 10.47236/2594-7036.2021.v5.i1.210-226p. Disponível em: https://sitionovo.ifto.edu.br/index.php/sitionovo/article/view/855. Acesso em: 17 dez. 2025. DOI: https://doi.org/10.47236/2594-7036.2021.v5.i1.210-226p

PIAGET, Jean. A epistemologia genética. Rio de Janeiro: Bertrand Brasil, 1976.

PONTES, Paulo Ricardo da Silva; VICTOR, Valcí Ferreira. Robótica educacional: uma abordagem prática no ensino de lógica de programação. Revista Sítio Novo, Palmas, v. 6, n. 1, p. 57–71, 2022. DOI: 10.47236/2594-7036.2022.v6.i1.57-71p. Disponível em: https://sitionovo.ifto.edu.br/index.php/sitionovo/article/view/1074. DOI: https://doi.org/10.47236/2594-7036.2022.v6.i1.57-71p

RAMESH, Aditya; DHARIWAL, Prafulla; NICHOL, Alex; Chu, Casey. Hierarchical text-conditional image generation with CLIP latents. Computer Vision and Pattern Recognition, Cornell University, Ithaca, 13 abr. 2022. DOI: 10.48550/arXiv.2204.06125.

RUSSELL, Stuart; NORVIG, Peter. Inteligência Artificial. 4. ed. São Paulo: Pearson, 2020.

SAHARIA, Chitwan et al. Photorealistic text-to-image diffusion models with deep language understanding. Computer Vision and Pattern Recognition, Cornell University, Ithaca, 23 maio 2022. DOI: 10.48550/arXiv.2205.11487.

RIBEIRO, Gleick Cruz; SIMONASSI, Adriana Lisboa Martins; PEREIRA, Cledir Rocha; RODRIGUES, Erika Cristina Guimarães; MISSAGIA, Eunice Silva; ALVES, Maria Aparecida de Araújo; SILVA, Neida Candido da; SANTOS, Silvana Maria Aparecida Viana; SOUZA, Solange dos Santos Rodrigues. Inteligência Artificial na Educação Inclusiva: desafios e oportunidades para alunos com necessidades educacionais especiais. Revista Ibero-Americana de Humanidades, Ciências e Educação — REASE, São Paulo, v. 10, n. 12, p. 3264-3280, dez. 2024. DOI: 10.51891/rease.v10i12.17674. DOI: https://doi.org/10.51891/rease.v10i12.17674

SOUZA, Ana Paula de et al. Personalização da aprendizagem com inteligência artificial: como a IA está transformando o ensino e o currículo. Revista Aracê, São José dos Pinhais, v. 6, n. 3, p. 5816-5831, 2024. DOI: 10.56238/arev6n3-092. DOI: https://doi.org/10.56238/arev6n3-092

TURING, Alan M. Computing machinery and intelligence. Mind, v. 59, n. 236, p. 433-460, 1950. DOI: https://doi.org/10.1093/mind/LIX.236.433

UNESCO – UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. Recommendation on the Ethics of Artificial Intelligence. Paris: Unesdoc Digital Library, 2021. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000381137.

VASWANI, Ashish et al. Attention is all you need. Computation and Language [Advances in Neural Information Processing Systems], Cornell University, Ithaca, 12 jun. 2017.

VIEIRA, Erika dos Santos; NASCIMENTO, Rodrigo Barbosa; DA SILVA, Márcio Santana. Breve exposição da produção científica brasileira sobre a obra de Wilhelm Wundt. Revista Sítio Novo, Palmas, v. 5, n. 1, p. 200–209, 2020. DOI: 10.47236/2594-7036.2021.v5.i1.200-209p. Disponível em: https://sitionovo.ifto.edu.br/index.php/sitionovo/article/view/842. DOI: https://doi.org/10.47236/2594-7036.2021.v5.i1.200-209p

VYGOTSKY, Lev Semenovich. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. 6. ed. São Paulo: Martins Fontes, 2007.

WILLIAMSON, Ben; PIATTOEVA, Nelli. Education governance and datafication: the power of data in education. London: Routledge, 2021.

WOOLF, Beverly P. Building intelligent interactive tutors: student-centered strategies for revolutionizing e-learning. Burlington: Morgan Kaufmann, 2010.

WOOLF, Beverly Park; LANE, H. Chad; CHAUDHRI, Vinay K.; KOLODDNER, Janet L. AI grand challenges for education. AI Magazine, v. 34, n. 4, p. 66-84, 2013. DOI: https://doi.org/10.1609/aimag.v34i4.2490. DOI: https://doi.org/10.1609/aimag.v34i4.2490