Palavras-chave
Aprendizagem Personalizada
Engajamento Discente
Agência do Estudante
Aprendizagem Autorregulada
Pedagogia Centrada no Ser Humano
Personalização Inteligente
Como Citar
Resumo
Contexto: A aprendizagem personalizada em Ambientes Virtuais de Aprendizagem (AVAs) evoluiu de formas previamente estruturadas de adaptação de conteúdo, ritmo e trajetórias de aprendizagem para modalidades inteligentes, preditivas e dinâmicas de personalização em tempo real, apoiadas por learning analytics, tecnologias adaptativas, agentes conversacionais e inteligência artificial generativa. Contudo, a adoção dessas tecnologias nem sempre resulta em um engajamento significativo e duradouro.
Objetivo: Este estudo investiga as relações entre aprendizagem personalizada, AVAs potencializados por inteligência artificial, agência do estudante, aprendizagem autorregulada, pedagogia centrada no ser humano e as múltiplas dimensões do engajamento discente, propondo um framework conceitual integrado para uma personalização inteligente centrada no ser humano.
Métodos: Adotou-se uma abordagem de revisão crítica e temática estruturada, articulada ao desenvolvimento de um framework conceitual. A literatura relevante sobre aprendizagem personalizada, AVAs, inteligência artificial na educação, learning analytics, aprendizagem adaptativa, engajamento discente, agência do estudante, aprendizagem autorregulada, funções pedagógicas e dimensões éticas e inclusivas das tecnologias educacionais inteligentes foi organizada e analisada conceitualmente. Temas recorrentes e relações entre os conceitos foram identificados e agrupados em categorias temáticas.
Resultados: A síntese revelou cinco categorias inter-relacionadas: inteligência tecnológica; agência do estudante e autorregulação; pedagogia centrada no ser humano; engajamento discente multidimensional, abrangendo as dimensões comportamental, cognitiva, emocional e agêntica; e fundamentos éticos e sustentáveis. Essas categorias fundamentaram o Framework de Engajamento Inteligente Centrado no Ser Humano (EICSH), que compreende a personalização inteligente como um ecossistema integrado entre tecnologia, ser humano e pedagogia, e não como um processo tecnológico linear. A revisão também identificou um dilema entre automação e agência: embora a automação possa ampliar a capacidade de resposta dos sistemas, ela também pode reduzir as oportunidades de escolha, reflexão e autorregulação dos estudantes.
Conclusão: O EICSH concebe a personalização inteligente significativa como resultado da integração entre fatores tecnológicos, humanos, pedagógicos e contextuais. Sua efetividade não depende apenas da sofisticação técnica, mas também da preservação da agência do estudante, do julgamento pedagógico, da participação ativa no processo educacional, do engajamento multidimensional e de referenciais éticos, inclusivos e sustentáveis. O framework oferece uma base teórica para o desenvolvimento, a avaliação e a investigação empírica da próxima geração de Ambientes Virtuais de Aprendizagem personalizados e mediados por inteligência artificial.
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